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 begins with a video about the formation of fossil fuels and the impact of these energy resources on our environment. Students will watch the video and will need to answer a set of questions, once this task has been completed students will self-assess their work using the mark scheme provided. Next, students considering which of the energy resources are renewable or non-renewable. Students 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. Students 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 for students to summarise what they have learned this lesson three sentences. All resources are included. Please review, I would appreciate any feedback :). Thanks! 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 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 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. Next, students will complete a ‘copy and complete’ task, students will need to fill in the blanks to complete a paragraph which summarises everything that they have learned throughout the course of this lesson. The answers to this task can be self-assessed using the mark scheme provided. The last part of the lesson focuses on electricity bill calculations, using the units kWh. Students will be shown a worked example of a calculation to demonstrate how much energy (in kWh and Joules) is used by a laptop over the course of one hour. Students will then compete a set of problems similar to this, they can self-assess their work using the mark scheme once this task is complete. The plenary task requires students to write a Whatsapp message to a friend 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 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 The lesson begins by introducing the concept of ‘work done’, by using the example of a cyclist on a bike. The first task the pupils will need to complete is to produce a mind map of activities which require work to be done in order for something to happen. Students can discuss their ideas with their partners, they can write their ideas down into their books and then check their work against the answers provided in the PowerPoint. Pupils are then shown the equation to calculate work done and they can work through a model question. You can work through this question with pupils on the board or ask them to try and complete it in their books, students can then self-assess their work. The main activity for this lesson is a practical activity, the method for this practical is included in the PowerPoint presentation. Pupils will drag a wooden block across the desk a measured distance, the wooden block will be dragged initially with no elastic bands around it and then with one elastic band and finally with two elastic bands. Pupils will measure the force applied to drag the block using a Newton meter and record their results in a table (table included at the end of the PowerPoint). Using the measured distance and the force applied pupils can then work out the work done to drag each type of wooden block. Students will now complete a ‘quick check’ task whereby students will need to complete a set of problems on ‘work done’ calculations. Once complete, students can self-assess their work against the answers provided. Finally, students are given a worksheet of problems which have been completed by another pupil. Students will need to mark and correct the work, making corrections where necessary. This task can then be marked and assessed using the mark scheme provided. The plenary task requires students to write a twitter message to explain what they have learned today, 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 P1.3 Module on ‘Light’ 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 :)

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 an introduction into how to draw electrical circuit diagrams, a diagram is shown and students need to identify the correct components using the labels provided. The next part of the lesson focuses on the roles of different electrical components, students will each be given a different piece of information about a component. They can then walk around the room, sharing information with each other in order to complete a table on the components and their roles. This work can then be self-assessed once students have completed it. The next task will assess students understanding of these components in a ‘Quick Check - Who am I ?’ task. Pupils will need to identify the component from the description given, they can write their answers in their books and then check their work against the answers when they are revealed. Pupils will the be reminded of the rules on how to draw a circuit diagram, before being given a list of descriptions of different circuits. Students need to draw the circuits that are being described, the answers to this task can then be revealed using the mark scheme in the PowerPoint presentation. The last part of the lesson will require pupils to construct electrical circuits using electrical equipment, three diagrams of electrical circuits are provided to students, they need to use these to construct their own circuits. The plenary task requires pupils to complete a word search, once the words have been found they should write a definition of each of them 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 an introduction to electric current, students can take notes in their books before watching a video about current. Whilst watching the video they should answer a set of questions in their books, the answers to which will then be revealed so students can assess their own work. Students are now introduced to the charge flow calculation, whereby flow charge (measured in Coulombs) is calculated using the current (A) and time taken (seconds). Once pupils have made a note of this calculation they will then answer a set of questions in their books. The mark scheme for these questions is included in the PowerPoint for students to self-assess their work. Students will now consider the effect of changing the resistance of a variable resistor on the brightness of a bulb in a series circuit. Once students have had a chance to consider this question, the answers will be revealed including an explanation. The final part of the lesson requires pupils to complete a worksheet of questions which tests them on their knowledge of what they have learned this lesson. The plenary task requires pupils to summarise what they have learned this lesson using 3 facts, 3 key words and 1 question to test 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 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 starts with an introduction into the differences between series and parallel circuits, students can take notes and draw a diagram of each type of circuit in their books. Students will then watch a video on series and parallel circuits, they will need to answer a set of questions in their books which focuses on how current and potential difference across components changes in a series vs. parallel circuit. Once this task is complete, students can then self-assess their work using the mark scheme provided. Next, pupils have to identify whether a circuit is a series circuit or a parallel circuit from a set of diagrams. Then, students are given a worksheet of parallel and series circuits, given the current of the ammeter shown in the diagram they will need to work out the current of the ammeters placed elsewhere in the circuit. Students can then self or peer assess their work using the mark scheme provided. The next part of the lesson focuses on the resistance of components found in series and parallel circuits. Firstly, students will be given the ‘Resistance Rule’ for components in a series circuit, as well as the calculation to work out total resistance in a series circuit. Using this, students can then answer some questions which can be self-assessed using the mark scheme provided. Next, pupils are introduced to the ‘Resistance Rule’ for components placed in a parallel circuit. Once they have learned the rules, pupils can answer a set of questions which can then be either peer-assessed or self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - students can either summarise what they have learned this lesson in three sentences or they can write a definition for a set of key words from 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 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 an introduction to the differences between alternating and direct current, demonstrate with a diagram and a video. Students will then watch another video, using which they will answer a set of questions about alternating current, direct current and the use of oscilloscopes. Once this task has been completed students can self-assess their work using the mark scheme provided in the power point presentation. The next task will require pupils to read a set of information about wiring within three-pin plugs before sketching a diagram of the plug and completing a table to summarise the colour and roles of the live, neutral and earth wires. Again, this work can be self-assessed using the mark scheme provided. Students will then need to sketch a diagram of an oscilloscope trace from an a.c. and d.c. supply and provide some notes about what these two traces are showing us. The next part of the lesson will focus on the National Grid, firstly students will observe a simplified diagram of the route taken by an electric current from the power station to people’s homes, this route involves the electric current passing through a step-up and step-down transformer. Students will need to watch a video and then summarise the role of these two types of transformers. This task can be self-assessed against the answer provided in the PowerPoint presentation. Next, the PowerPoint presentation explains why it is important to keep the voltage in the overhead cables very high and the current very low - to reduce resistance. Students will then need to complete a fill-in-the-blank task to sum up the main points about the National Grid. The last part of the lesson will require pupils to observe oscilloscope traces for different a.c. supplies, firstly they will be shown how to work out the period, they will need to apply this to each oscilloscope trace. Then using the period, they will need to calculate the frequency for each trace - making sure they show all their working! Once this task is complete pupils can self or peer assess their work using the mark scheme provided. The plenary task is an exit card, students are asked to write down three facts they have learned during the lesson, five key words and one question to test their peers knowledge. 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 an introduction to the safety features of a plug which ensures that a person does not get electrocuted, this includes details of the role of the earth wire and the purpose of double insulation. Students will now be given some information about plugs, wall sockets and cables, using which they will need to answer a set of questions. Students can then use the mark scheme provided to self-assess or peer-assess their work. Students will then look at why cables with different thicknesses are used for different purposes, students will complete notes on this topic by completing a fill-in-the-blank task. The mark scheme is included in the PowerPoint presentation so students can either self or peer assess their work. The next part of the lesson focuses on fuses, students will watch a video about fuses and using the information provided in the video students will answer a set of questions. Once this task is complete students can check their work against the mark scheme provided. Lastly, students will be given a past-paper question to complete, higher ability students could close their books and try to complete the question without their notes. The mark scheme for this task is included in the PowerPoint presentation for students to check their work. The plenary task will require pupils to write a set of three quiz questions aimed at testing students 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 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 an introduction to the structure of the atom, students will be asked to identify the sub-atomic particles on a digram of an atom. This then leads into a task whereby students are asked to label a diagram of an atom and complete a fill-in-the-blank task, the answers to this are included in the PowerPoint presentation. Next, students will complete a ‘memory test’ task where they will be given some information about the charges and relative masses of an electron, proton and neutron. They will be given a short time to remember this information before then having to copy it up from memory, their work can then be self-assessed using answers provided. Students will now complete a mid-lesson progress check to assess their understanding of what they have learned so far this lesson. The next part of the lesson focuses on static charge, students will firstly watch a video about static electricity, during which they will need to answer a set of questions. Once complete this work can be self-assessed using the mark scheme provided. Next, students will complete a fill-in-the-blank tast to summarise what they have learned so far, this work can also be self-assessed using the answers provided. The PowerPoint moves on to then explain how static charge is a non-contact force and a diagram is shown of an electric field of a charged object, students need to understand how two objects with opposite charges are attracted to each other. The final task is a past-paper question on the topic of static charge, students can complete this task on the worksheet provided (higher ability students may want to complete this without their notes) and then the task can be self-assessed using the mark scheme. The plenary task requires pupils to write a Whatsapp message to their friends explaining what they have learned this lesson!! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 video on electrical current and charge flow, students will need to answer a set of questions whilst they are watching the video. This work can then be self-assessed using the mark scheme provided. Next, is a ‘Quick Check’ task where students will need to answer a set of questions using the calculation for rate of charge flow. Students will need to show their working for each of these questions, the answers are provided on the PowerPoint presentation so students can check their work against the mark scheme, making corrections where needed. Next, the lesson introduces the formula for calculating the energy transferred to components within a circuit. Students can take notes using the PowerPoint presentation and then using the formula they should work their way through another ‘Quick Check’ task. The mark scheme for this task is also included in the PowerPoint presentation for pupils to self or peer assess their work. The final part of the lesson focuses on energy transfers within a circuit. Firstly, a worked problem is shown to students before they have a go at working their way through another ‘progress check’, using knowledge of what they have learned so far this lesson. The plenary task requires pupils to write a twitter message about what they have learned in the lesson, this must 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 NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an image of two atoms - one with less neutrons in the nucleus and one with more. Students are asked to ‘Think > Pair > Share’ their ideas about what make the atoms different from one another. Next, students will be given a set of questions which they will need to answer whilst watching a video. The students will complete this task and once finished they will be able to mark their work using a the mark scheme that is provided on the PowerPoint presentation. Students are now introduced to the idea of radioactive decay, students will be shown another video about ionising radiation. They will need to answer a set of questions whilst watching the video, the work can be self-assessed using the mark scheme available. The latter part of the lesson focuses on the properties of alpha, beta and gamma radiation. Posters of information will be posted around the room, students will need to read this information and use this to answer a set of questions. The mark scheme is included so students can mark and correct their work. The last task requires students to determine the number of protons and neutrons found within radioactive sources which have undergone alpha/beta decay. Students can then mark their work once it is complete. The plenary task is for students to write a twitter message to demonstrate what they have learned today, making sure they #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 is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘P2.1 Electricity & Magnestism’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains eight pages of information, to meet learning objectives within the Year 8 ‘Electricity & Magnetism’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Charging Up Current & Charge Potential Difference Resistance Series & Parallel Circuits Magnetism & Magnetic Fields Electromagnets Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

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. Students will firstly be introduced to the main features of a wave - amplitude, frequency and wavelength. Students can sketch a diagram of a wave into their books and take notes on the main features. Students are now introduced to transverse and longitudinal waves, students will need to know the differences between the direction of the oscillations of these two waves. Students are then asked to discuss how a ‘slinky’ could be used to demonstrate these two waves, after a short class discussion students can be shown an animation to demonstrate how a slinky shows these two types of wave. Students will now get into groups and come up with a short role-play to demonstrate the differences between these two waves. Students will now complete a progress check where they will need to copy and complete a paragraph to summarise what they have learned so far this lesson. This task can then be self-assessed using the mark scheme provided. A diagram of a longitudinal wave which shows the differences between rarefactions and compressions is shown to students, they will then need to answer a set of questions. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will need to ‘Think > Pair > Share’ their ideas about what happens when two or more waves join together. Students can discuss their ideas first before being shown a video demonstrating the process of superposing waves. Students will then complete a fill-in-the-blank task to summarise what they have learned this lesson. The plenary task requires students to write a WhatsApp message to tell their friends 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 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 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 The lesson begins with students being introduced to a distance-time graph, an example is given along with a description of what a distance-time graphs shows. Students are asked to ‘Think > Pair > Share’ their ideas about what a horizontal line on the graph shows. Students will be given a hand-out of the distance-time graph showing Phil’s route around a race track. Students will be asked to complete a set of questions about using information from this graph, this task can be self-assessed using the mark scheme provided. Students will now be asked to produce their own distance-time graphs by getting into groups of three and measuring the distance one student walks and the time it takes. Students will need to use the graph to work out when his/her partner was walking the fastest, and will need to calculate his/her average speed at this point. Next, students will watch a video on acceleration, whilst watching the video students will complete a set of questions. This work can be self-assessed using the mark scheme provided once it is complete. Lastly, students will use a distance-time graph to complete an exam-style question. This task can be self or peer assessed using the mark scheme provided once students have completed it. The plenary task requires students to write three quiz questions to test 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 The lesson starts with students identifying the speeds of different animals, from a list provided. Students are then asked to think about the measurements needed to calculate speed, they will be then be shown a worked example of how to calculate speed; students can take notes on this in their books. Students will now be shown how to use a formula triangle to calculate either speed, distance or time and will be given the definition for ‘mean/average speed’ - they can also make a note of this in their books. Students will now complete a ‘quick check’ task, a set of questions based upon what the students have learned to far this lesson. This task can then be self-assessed using the mark scheme provided. Next, students will complete an investigation to calculate the walking speed of two students in their group. One student will walk a slow speed and one students will walk a fast speed, over a set distance, whilst the third member of the group records the time. Results can be recorded in table in their books, students can then complete a distance-time graph of their results. Lastly, students are introduced to the idea of relative motion through a ‘Think>Pair>Share’ task. The plenary task requires students to complete a 3-3-1 reduction of what they have learned this lesson, this includes 3 facts, 3 key words reduced to 1 key words. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the 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 demonstration - the collapsing can. Students should hopefully be able to identify that the can that collapsed had a lower pressure inside the can than outside the can, causing the can to collapse inwards. This leads into a description of gas pressure, including a diagram to help demonstrate the concept. Students will now ‘Think > Pair > Share’ their ideas about what could cause an increase in pressure, after a short discussion the answers will be revealed to students - increasing the number of particles and increasing the temperature or reducing the size of the particles. Students will now complete a task based upon what they have learned so far this lesson, this can be self-assessed using the mark scheme provided. Students will now complete an investigation called ‘What makes a ball bouncy?’. Students will investigate whether a ball becomes more bouncy the more/less pumps of air it has in it. Students will copy the table of results into their books, draw a graph of their results and complete analysis questions. This task can be self-assessed once complete. Lastly, students are introduced to the idea of atmospheric pressure and shown a diagram which represents the density of air particles at the top of the mountain compared to the bottom. The plenary task requires students to complete one of the sentence starters in their books 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