This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a ‘Memory’ Test, students will be shown a diagram of the ear with labels identifying the key parts that they need to know. Students can spend a few minutes looking at the diagram, the labels will then be taken away and they will need to try to annotate a copy of the diagram as best as possible. The labels will then be added to the diagram so students can mark and correct their work. Next, students will watch a video on how the ear, and the brain, is able to detect sound. Students will be given a set of questions to answer whilst they watch the video, once this task is complete students can self-assess their work against the mark scheme provided. The next part of the lesson focuses on the ways in which the ear can be damaged, students should firstly ‘Think > Pair > Share’ their ideas about how the ears/hearing can be damaged. The answers will then be revealed so students can assess their work and note down any they didn’t get. Students will then carry out a ‘Doctor’ role-play, where each group will have somebody with a particular problem. The students need to work out what the problem is, explain what the problem is and work out the best way to treat it. This can be acted out as a doctot-patient scene. Lastly, students will complete a progress check to assess their understanding of what they have learned so far this lesson. This task can be completed in their books and can be self-assessed or peer-assessed using the mark scheme provided. The plenary activity requires students to write a question about the component of the ear to test their peers understanding of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap on the calculations that students have learned so far in this topic, students are asked to ‘Think > Pair > Share’ their ideas about the calculation needed to work out the energy transferred to an appliance and the power supplied to an appliance. The answers can then be revealed and students will need to complete a set of questions on a worksheet, this task can be self-assessed using the mark scheme provided. Next, students will watch a video on ‘efficiency’ and whilst watching they will need to answer a set of questions, this work can then be self-assessed using the answers provided. Next, pupils will need to rearrange the equation for efficiency in order to work out the output power of an appliance and using this they will answer a set of questions. The mark scheme for the first part of the questions are included in the PowerPoint so students can assess their own work. Pupils will now be given a set of problems to work through, using the efficiency calculations they have just learned, if they finish the questions on the PowerPoint slide there is a separate worksheet of problems that pupils can work their way through. The mark scheme for the first set of questions is included in the PowerPoint for pupils to self-assess their work. Next, students will be shown how electrical appliances lose waste energy, from this information students will need to summarise using a fill-in-the-blank task. Again, the answers for this task is included in the PowerPoint for students to either peer or self-asses their work. The plenary task is an anagram challenge, pupils will have to unscramble a 6 words which all relate to the ‘Electricity’ 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 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins by students being shown a video of a laser show, students will need to note down their observations about how light travels. Hopefully students should identify that light travels in straight lines - a diagram can be shown to students to identify this. Students are also shown a diagram which demonstrates how shadows are formed. Next, students will be given the definition of a luminous and non-luminous object. Students will need to come up with their own examples of luminous and non-luminous objects and write their ideas down into their books, under two headings. This task can then be self-assessed using the mark scheme provided, as well as other suitable suggestions. Students will now be shown some pictures of objects which are either opaque, transparent or translucent, students should now ‘Think > Pair > Share’ their ideas about how to group these images. Hopefully, students should identify the three categories, this will be revealed as part of a class discussion. Students will now be given some time to come up with their own definitions for the terms: opaque, transparent and translucent and should come up with their own examples. This task can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on the speed of light, students will be given the speed of light and will be introduced to terms such as light-second, light-minute and light-year. Students will then be asked a question ‘What travels faster - light or sound? Give examples as evidence’. Students can discuss in pairs, writing their ideas down in their books. This can then be self-assessed using the mark scheme provided. The last task requires students to complete a ‘Progress Check’ - students will fill in the blanks to complete a paragraph of information summarising what they have learned today. This work can be marked and corrected once complete. Lastly is a true or false activity which students can either complete in their books or using mini whiteboards. The plenary task requires students to complete an ‘Exit Card’ to summarise three things they have learned, five key words and one question to their peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly introduced to the idea of ‘white light’ being split up into the colours of the rainbow. They are then shown a diagram of a ray of white light hitting a prism, which then leads to the refraction of this light - showing the colours of the rainbow from red to violet. Students can sketch a diagram of this into their books, indicating the most refracted and least refracted colours. Students are then shown a diagram which indicated how primary colours can be mixed together in various combinations to make secondary colours. The next part of the lesson, students will focus on how we observe different coloured objects. White light will bounce off an object, the colour the object appears depends on the colour of light that it reflects. Various diagrams are shown to students to demonstrate this point, they could sketch a copy of one of the diagrams or draw their own version in their books. They are then given a worksheet to assess their knowledge of what they have learned so far this lesson, extension questions are included for higher ability students. This work can be self-assessed using the mark scheme provided once it is complete. Students are now shown what happens to the appearance of objects when they are seen in coloured light rather than white light - coloured objects will only reflect the colour it is and will absorb any other colours - which means it appears to be black. Lastly, students are shown how filters are used to subtract light. Students will then complete a progress check to assess their knowledge of what they have learned this lesson, the mark scheme for this task is included on the PowerPoint. Students can then self-assess their answers using the mark scheme provided. The plenary requires students to write down 3 facts from the lesson, 3 key words and 1 question to test their peers knowledge of what they have learned. 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 P2 1.2 unit on ‘Motion & Pressure’. 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 moments, by using a door opening by it’s hinges as an example. Student are shown an animation of a man trying to push a door open close to the hinges and far from the hinges of the door, demonstrating it is easier further from the hinges. Students are then introduced to the calculation - moment = force x distance from the pivot. Students are then shown a worked example using the calculation, before being presented with a problem to solve themselves. Next, students are shown a diagram of a man pushing down on one side of a see saw, at the other side is a bag of money. This diagram is labeled to show the effort force, pivot and load. Students are then given a worksheet on levers, students will need to identify the effort force, pivot and load in each of the diagrams and also match the key words to the correct definition. This work can be self-assessed using the mark scheme provided once it is complete. The last two tasks are assessment tasks, firstly students will copy and complete the paragraph, using the key words provided, to summarise what they have learned this lesson. This can then be self-assessed using the mark scheme provided. Lastly, students are presented with a set of moment problems, using the calculation they learned at the beginning of the lesson students will need to work through these calculations. The mark scheme for this task is also included so students can self-assess or peer-assess their work. 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience. 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 Physics GCSE, particularly the 'Molecules & Matter’ 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 gas pressure and volume, students will need to answer a set of questions whilst watching the video. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess this work once it is complete. Pupils are now introduced to ‘Boyle’s Law’, firstly students need to use white-boards to explain why a decrease in volume leads to an increase in pressure - students are shown a diagram of two pistons to demonstrate this. Once students have discussed this and written their ideas down on the white-board, the explanation can be revealed on the PowerPoint presentation. Students are now introduced to the calculation: P1V1 = P2V2. Student can take a note of the calculation and they will then be shown a worked example, which they can also take notes on. Students will then be given a set of problems to work through using the calculation, the mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will be given an exam-stlye question which they will need to complete in their books, ensuring that they show all their working. The plenary task requires students to write three quiz questions, to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a task whereby students will watch a video on infrared radiation, they will need to try to come up with a definition for infrared radiation whilst watching. The answers that students come up with can then be marked and corrected using the answer provided. Students will then be shown a diagram of a Leslie’s cube, and are told that different surfaces emit different amounts of infrared radiation. Students will then be asked to make a prediction about the surface they think (out of a choice of surfaces) will emit the most radiation. Students will then complete an investigation into the amount of infrared radiation given off by different coloured tins - black or silver. Once complete, students can use the data they have collected to draw a graph of their results and complete the analysis questions. Students will then be given examples of how infrared radiation can be absorbed and reflected and why these two processes are useful. Following on from this, students will complete a ‘fill-in-the-blank’ task to summarise what they have learned this lesson, this task can be self-assessed using the mark scheme provided. The plenary task is a ‘pick a plenary’ task, students are asked to either summarise what they have learned in three sentences or write a definition for a list of 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 is a resource which meets specification points for the NEW AQA GCSE Physics 'Energy' module. The lesson begins by introducing the concept of gravitational potential energy stores, pupils will have learnt about this in the first lessons from this module on 'Energy stores' (found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience). Pupils are then given the first calculation needed to calculate the change in gravitational potential energy of an object (weight x height). Pupils can then practise using this calculation by copying and completing the task on the next slide. Pupils will self-assess their work, answers provided on a PowerPoint slide. Pupils are then introduced to the second calculation they can use to calculate the change in gravitational potential energy of an object (mass x gravitational field strength x height). Pupils can then complete questions 1-5 on the worksheet provided and once finished they can self-assess their work. The final activity is for pupils to look at a past-paper question, with their partners they can discuss how to go about answering the question. Following a class discussion pupils can attempt to answer the question and then self-assess their work. **For higher ability pupils they can complete the question without the class discussion**. The plenary is a '30 second conversation', pupils turn to their partners and talk about what they have learnt this lesson for 30 seconds. All resources are included at the end of the PowerPoint.

This is a resource designed to meet specification points for the NEW AQA GCSE Physics module on ‘Energy’. Other lessons of this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience It begins with a discussion on what power is a measurements of, there are hints that can be put on the board for lower ability students. You can then provide students with a definition of power which they can write down in their books. Pupils then consider the units of power, they can copy and complete sentences on the board which compare watts to joules/second and the difference between watts and kilowatts, joules and kilo joules. Next is the completion of a formula triangle in their books, higher ability students can figure out how to write this on their own but for lower ability students you may want to guide them through it. The concept of power is then put into context using Mo Farah/Usain Bolt as examples (videos provided). The next task is a table that students will need to copy off the board, it outlines different appliances and pupils will have to perform calculations to fill in the blanks. Pupils can self-assess their work using red pens, answers are provided on the PowerPoint slide. The final activity is a worksheet pupils can complete on power, again the answers to this worksheet is provided within the PowerPoint slide for pupils to self-assess the work. Plenary activity requires pupils to state three key facts from the lesson, 2 key words and pose a question to their peers on the topic of power. All resources are included in the PowerPoint slide. Thanks & enjoy :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P4 ’Space’. 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 idea of the Earth spinning on it’s axis, which gives us day and night. This is demonstrated to students using a diagram, they can take notes on this and also draw a sketch of the Earth spinning on it’s axis. Students will then watch a video on Earth and the way that it moves to give day/night and the different seasons. Students will answer a set of questions whilst they are watching the video, once complete the task can then self-assessed using the mark scheme provided. Next, students are shown a diagram which demonstrates the reason why in the summer the UK is hotter and longer days, whereas in the winter the UK is older and has shorter days. Again, students could take notes on this and sketch a diagram in their books to demonstrate this process. The next activity requires students to use an array of resources - beach ball, balloon, torch, marker pen - to demonstrate the orbit of the Earth around the Sun to explain why we have seasons. Students will now complete a worksheet which will assess their knowledge of what they have learned so far this lesson. The mark scheme for this task is included in the PowerPoint so students cans self-assess their work once it is complete. The last activity is a summary task, students should copy and complete the sentences to summarise what they have learned so far this lesson. The work can be self or peer assessed using the mark scheme provided once this students have completed it. The plenary activity requires students to write a Whatsapp message to a friend 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 P4 ’Space’. 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 phases of the Moon, students are shown a diagram which show the changing appearance of the Moon as seen by Earth as the Moon orbits the Earth. The next task is a memory test, students will be shown images of the different phases of the Moon along with the names of these specific phases. Students will need to memorise the as many names as possible, before the names are taken away. Students will now have a few minutes to fill in their worksheet with the correct names, this task can then be self-assessed using the mark scheme provided. Next, students will complete a worksheet which requires them to shade in circles to show the phases of the Moon at particular positions. There is an extra challenge task to add labels to show the names for each phase. The mark scheme for this task is included in the PowerPoint so students can mark and correct their work. Next, students will watch a video on eclipses. Whilst watching the video they will answer a set of questions, once complete students can self-assess their work using the mark scheme provided. Laslty, students will complete a ‘copy-and-complete’ task to summarise what they have learned this lesson. This work can also be marked using the answers provided on the PowerPoint. The plenary task is a ‘pick a plenary’ - either unscramble a set of anagrams to spell five key words taken from the lesson today or use a set of key words (provided) to summarise what students 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 P1 ’Forces’. 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 ‘Think > Pair > Share’ activity which asks students to look at a photo of a tug-of-war and asks students to decide which side would win and why. After a short discussion, students will be introduced to the idea of ‘balanced’ and ‘unbalanced’ forces, including examples. Students will now complete an investigation on ‘Forces’, this is a circus activity which requires students to decide which two forces are acting on each of the objects. Students will also need to decide if the forces are balanced or unbalanced, their results can be recorded in the table provided. Students will be asked a series of questions on the effects of balanced and unbalanced forces acting upon an object, the first questions is on a cyclist. This work can then be self-assessed using the mark scheme provided. The next questions are on the forces acting upon a car, this can be competed in their books and the work can be marked and corrected using the mark scheme provided. The last part of the lesson focuses on how forces can change the direction of an object, students are shown the example of the Moon orbiting the Earth due to the pull of gravitational force acting upon the Moon. The plenary task requires students to write down three facts, three key words and pose one question to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. 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 a ‘Think > PAir > Share’ task, students are provided with some information about ice road truckers, students are asked to consider whether the job of an ice road trucker is too risky. Students are also asked to discuss the meaning of the term ‘pressure’ - after a short class discussion the definition for the term ‘pressure’ will be revealed to students, they can make a note of this in their books. Students are now introduced to the formula for pressure (pressure = force / area), using this formula students will complete a couple of tasks where they will work through a set of pressure problems. Once complete this task can then be self-assessed using the mark scheme provided. Students will now complete an activity where they will work out the pressure they exert on the ground. Lastly, students will complete a ‘copy and correct’ task, they will be given a paragraph of information related to what they have learned this lesson. They will need to copy it out, correcting any parts they believe to be wrong. This task can the self-assessed using the mark scheme provided once it is complete. The plenary task requires students to complete an ‘exit card’ to summarise what they have learned this lesson, the exit card will include three key words, one fact and one questions for students 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 is a lesson aimed at the new GCSE Physics specification, it meets specification points for the 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students considering how energy is transferred to useful or wasted energy stores and the concept of energy dissipation is introduced. The first activity involves students filling in a worksheet to identify the useful and wasted energy transfers in different systems, this is then self-assessed using the answers on the PowerPoint. Pupils are then given the opportunity to describe the energy transfers of a pendulum, particularly thinking about why a pendulum eventually comes to a stop. Pupils can self-assess their work using the mark scheme on the PowerPoint. Pupils are then introduced to energy 'efficiency' and how they can use the wasted and useful energy values of a system to calculate the efficiency of this device. Pupils are firstly given some easier calculations to try which can be modelled on the board, answers are provided. Pupils can then complete the worksheet of calculations, which they can self-assess using the answers on the Power Point slide. For the last activity pupils are required to copy and complete a table, filling in missing values of either the efficiency, the wasted energy or useful energy values of different devices. Pupils can again self-assess using the answers provided. The plenary activity is a past-paper exit card, I get pupils to hand the completed worksheet to me as they leave and I will mark it and hand it back to them for the next lesson with a grade and improvements. Thanks for purchasing, please let me know if you have any feedback :). Worksheets are found at the end of the PowerPoint slide and all answers are provided so pupils can peer or self-assess their work throughout the lesson.

This is a resource which meets specification points from the NEW AQA GCSE Physics 'Energy' SoW. Other lessons from this SoW can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils considering which of the energy resources are renewable or non-renewable. Pupils will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Pupils are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. **To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task**. Pupils can then peer-assess their work. The plenary activity is a past-paper question which involves analysing some data on the usage of different power stations between two time periods. The mark scheme is included, pupils can use this to either peer-assess or self-assess their answer. All resources are included. Please review, I would appreciate any feedback :). Thanks!

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to potential difference, students will watch a couple of minutes of a video and whilst watching will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Next, students will be shown a circuit diagram, with two voltmeters connected - one parallel to a cell and one parallel to a light bulb. Students are asked to ‘Think > Pair > Share’ their ideas about whether the potential difference is higher across the battery or across the cell. Students will then carry out an investigation to find the answer the this question. After this, students will complete a fill-in-the-blank task to summarise what they have learned so far this lesson. Once complete student can self-assess or peer-assess their work using the mark scheme provided. Lastly, students will be given a set of questions relating to potential difference and also resistance, students will need to use what they have learned this lesson as well last lesson on resistance to complete these questions. This task can then be marked and assessed using the mark scheme provided. This is followed by a very quick anagram challenge, students will need to unscramble the anagrams to spell 6 key words related to the topic of electricity, students can write a definition for each key word if they have finished. The plenary requires students to write a twitter message, summarising 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 homework activity is designed for the KS3 Science Course, specifically Year 7 P1.2 Module on ‘Sound’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, 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/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, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)