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 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 P3 ’Light’. 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 what was learned last lesson - students will be given a set of three descriptions and will need to decide which group of materials it is describing. This task can then be checked using the answers provided. Next, students are shown (with a diagram) what happens when light hits a reflective materials such as a mirror. The incident ray, reflected ray, normal line and angles of both incidence and reflection are labelled - students can sketch a diagram of this into their books. They then need to complete the ‘fill-in-the-gap’ task which outlines the law of reflection - the angle of incidence is equal to the angle of reflection. Students are then shown the different reflections which can be produced by different surfaces - diffuse or specular. Students can consider why a clear image is produced by a smooth surface and why a blurry image is produced by a rough surface. After a short class discussion, students can take notes of this in their books, along with sketches of the two types of reflection. Next, students will get to investigate the law of reflection. They will be given a practical worksheet which outlines a method by which students will direct a beam of light from a ray-box to a mirror, they should measure the angle of incidence and angle of reflection. This should be repeated with various angles of incidence, their results can be recorded in the table provided. Next, students are asked a set of progress check questions to test their knowledge of what they have learned so far on reflection. This task can be self-assessed once it is complete, using the mark scheme provided on the PowerPoint. The plenary task requires students to complete one of the following ‘sentence starters’ that are provided to provide a summary 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 resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Physics Units: P1.1 Forces P1.2 Sound P1.3 Light P1.4 Space The resources were designed with the Year 7 Activate course in mind, it contains 6-8 weeks worth of lesson content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience All lessons contain a mix of differentiated activities, videos & animations, progress checks and more than two opportunities, per lesson, for self/peer red-pen assessment of tasks.

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 current & charge, students are provided with the definition for current and told that an ammeter is the component used to measure current, in amps. Students will then watch a short video on current, during which they will need to answer a couple of questions. Students can mark their work once this is complete. Students are then told the role of the battery in the circuit, as the store of energy which provides the push which gets the current flowing, pushing the charge around the circuit. Next, students are introduced to electrical circuit diagrams, they are firstly shown a simple circuit diagram and are asked to label the components indicated from a list of key words: switch, battery and bulb. After students have drawn the circuit and had a go at labelling it, the answers can be revealed so they can mark and assess their work. Students are now given a set of instructions to draw 4 different circuit diagrams, the answers to this task are included in the PowerPoint so students can self-assess their work using the mark scheme provided. Lastly, students will complete a task which requires them to match sentences starters to the correct sentence enders, to assess their knowledge of what they have learned this lessons. This task can then be either self-assessed or peer-assessed using the mark scheme provided. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource aimed at the NEW GCSE Physics specification on ‘Energy’. Other lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by considering objects with elastic potential energy stores. The calculation for the elastic potential energy store of an object is introduced and pupils can have a go at rearranging it themselves. **If lower ability - you can go through this on the board** Pupils then copy and complete the table which leads them through the different stages to this calculation, they can then self-assess their work using a red pen. The next two slides are questions pupils can complete to work out the elastic potential energy stores of various objects, these questions can be self-assessed. The final activity is a past-paper question task (worksheet provided at the end of the PowerPoint) whereby pupils complete the questions, pass to their peers and peers will mark the work using the mark scheme provided on the PowerPoint. Peers should provide a positive comment, negative comment and something to improve. All resources for this lesson are included at the end of the PowerPoint presentation. Thanks & enjoy :)

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 definition of an ‘echo’ and how echoes can be produced by ship via sonar and by baby scanners via ultrasound. Students will then consider the ways in which echoes can be reduced and why this might be important in places such as theaters, concert walls & recording studios. The first activity involves students using a range of materials (tissue paper, cardboard, cotton wool, bubble wrap, paper, plastic) to soundproof a margarine tub, which will hold a buzzer and a decibel meter. Each group can test how well they have soundproofed their margarine tub, perhaps a prize for the best one! Once this has been complete students can write an evaluation for their practical, they will need to consider which part of their practical were carried out well , how the findings could be improved and what they would do differently if it was done again. Next, students will be given a piece of information on ‘Ultrasound’ - using this they will need to answer a set of questions in their books. This task can be self-assessed using the mark scheme provided in the books. The last task is a crossword on ‘Sound’, students should use knowledge of that they have learned over the course of the topic on sound to answer the clues and complete the crossword. The task can be assessed using the mark scheme provided. The plenary requires students to complete one of the selection of sentence starters to summarise what they have learned so far 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 AQA Trilogy 'Particle models of matter' SoW for the new Physics specification. The lesson begins by recapping on the definitions of melting point, boiling point and freezing point. Pupils will also be asked to consider why salt is added to a pan of water or to roads which may become icy to get them thinking about how impurities can affect the melting/boiling point of a substance. This then leads on to the introduction of a temperature-time graph demonstrating changes in state, pupils will need to sketch the graph and then match statements to the correct numbered step on the graph. The next slide introduces the idea of latent heat, this will be explored in more detail in a separate lesson. In the next activity pupils will use data to produce a graph and then answer questions on the data they have produced. The plenary activity is a past-paper question, mark scheme provided for pupils to peer-assess their work.

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 with a ‘Think > Pair > Share’ task where students will consider what they think may be happening during a ‘Nuclear Fusion’ or ‘Nuclear Fission’ reaction. Once students have fed back as a class discussion, the definitions for each process can be revealed using the PowerPoint. Students will now watch a video outlining the basic principles of these two processes, whilst watching the video they will answer a set of questions. Once this work has been completed they can self-assess using the mark scheme provided. Next, students are shown a diagram of a chain reaction, students will need to sketch a cope of this into their books alongside an explanation of this process in context of nuclear fission. The next activity requires students, in pairs, to teach each other about the principles of a nuclear reactor vs. fusion reactor, after being given a set of information on the topic. Students will then need to answer a set of questions into their books about these two types of reactors, the work can be self-assessed using the mark scheme provided. Lastly, students will complete a radioactivity crossword based upon knowledge they have learned throughout the radioactivity topic, the answers to this task is also included so pupils can mark their own work. The plenary requires students to complete a set of sentence starters to summarise what they have learned this lesson, what they already knew about this topic before the lesson and what they would like to learn more about. 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 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 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 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 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 is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.4 Space’ 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 four pages of information, to meet learning objectives within the Year 7 ‘Space’ 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: The night sky The Solar System The Earth The Moon 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 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 starts with a recap on the differences between contact and non-contact forces. Students are given a list of forces and a variety of pictures, they need to match the correct name of the force with the correct picture and decide whether this is a contact or non-contact force. This task can self-assessed using the mark scheme provided. Students are now introduced to the concept of a ‘reaction force’, with examples of a ball hitting the floor and a person walking along the ground. Students are shown a particle diagram to demonstrate what is happening. Next, students are introduced to the idea of an elastic cord or spring being affected by ‘extension’ and ‘tension’ forces. To assess students knowledge of what they have learned so far they will complete a progress check, a set of questions which students can answer in their books. This task can then be self-assessed using the mark scheme provided. The last part of the lesson will look at Hooke’s law, students will conduct an investigation where they will investigate Hooke’s law. This practical involves students adding 1 Newton weights to a hanger which is attached to an elastic band. Every time a new weight is added, the distance between two marked point on the elastic band is measured. Students should carry out the investigation, record their results in a the table and then plot a graph of their results. Hopefully, students will draw a linear graph and be able to identify what Hooke’s law is from their results. Students can check their work against the results provided in the PowerPoint. Finally, students are asked to complete a ‘Sentence Link-Up’ task, this is a literacy task which requires students to link three words in a summary sentence. This work can be self-assessed once it is complete using the answers provided on the PowerPoint. The plenary requires students to write three quiz questions to test their 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 is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.3 Light’ 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 four pages of information, to meet learning objectives within the Year 7 ‘Light’ 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: Light Reflection Refraction The eye of the camera Colour 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 P1 ’Forces’. 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 activity, students will need to sort a list of forces into two categories: contact and non-contact forces. This task can the be self-assessed using the mark scheme provided. Next, students will recap on the non-contact forces that they have already learned about: gravitational forces, magnetic forces & electrostatic forces. Students will the be asked ‘What is a Force Field’ - they will then need to ‘Think > Pair > Share’ their ideas. After a short class discussion, the answer can be revealed to students and they could take notes on this in their books. Students will carry out an investigation which helps them to visualise the force field which surrounds a magnet. Students will place small compasses at pin-point positions surrounding a bar magnet. They will need to draw an arrow to represent the direction that each compass is facing, lines can be drawn between each position which will show the overall force field of the bar magnet. This task can be self-assessed using the mark scheme provided on the PowerPoint. Next, students are told the difference between weight and mass, they are also given the calculation for the weight of an object when you are given the gravitational field strength of the planet the object is found on, plus the mass of the object. Using this calculation students will then need to complete a set of questions on weight & mass, once complete students can self-assess their work using the mark scheme provided. The last task is a ‘Progress Check’ task, whereby students will copy and compete the paragraph of information to summarise what they have learned this lesson. The plenary task requires students to write a twitter message to sum up what the students have learned in the lesson, they will need to try to #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 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 with an introduction to refraction, students are provided with a description of this process along with a digram to help demonstrate the idea. Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin. Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation. A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided. Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete. The plenary task is for students to wrist a list of key words from the lessons they have covered on light. 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 :)