Hero image

SWiftScience's Shop

Average Rating4.24
(based on 769 reviews)

I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course. All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.

619Uploads

839k+Views

476k+Downloads

I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course. All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
KS3 ~ Year 7 ~ Space Homework
SWiftScienceSWiftScience

KS3 ~ Year 7 ~ Space Homework

(2)
This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.4 Module on ‘Space’ 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 :)
Lesson Plenary Ideas
SWiftScienceSWiftScience

Lesson Plenary Ideas

(10)
I have put together a collection of my favourite lesson plenaries which can be used as templates and tailored to your lessons needs! There are 17 altogether, ranging from anagrams to ‘Silent 5’ lesson summaries to writing twitter messages and Whatsapp messages to friends! Thanks for looking, if you have any questions please let me know in the comments section and if you download any feedback would be appreciated :)
KS3 ~ Year 8 ~ Reactions with Metals
SWiftScienceSWiftScience

KS3 ~ Year 8 ~ Reactions with Metals

(1)
This homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Reactions with Metals’ 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 :)
KS3 ~ Year 7 ~ Structure & Function of Body Systems Homework
SWiftScienceSWiftScience

KS3 ~ Year 7 ~ Structure & Function of Body Systems Homework

(3)
This homework activity is designed for the KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ 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 and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - Ethics of gene technlogies
SWiftScienceSWiftScience

NEW AQA GCSE Trilogy (2016) Biology - Ethics of gene technlogies

(5)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ 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 pupils think > pair > sharing some of the advantages and disadvantages of genetic technologies that they have learnt about so far. Following this pupils will watch a selection of videos about genetic modification, pupils will need to listen and write down any advantages or disadvantages they pick up from the videos. For higher ability pupils you could extend this task by asking them to consider the organisations behind the videos and why they may have certain viewpoints. Pupils will then be given a card sort in groups, the cards demonstrate concerns and benefits of gene technologies. Pupils can discuss the information and use it to finish off the table of advantages and disadvantages they started with the previous task. This task can be self-assessed using the mark scheme provided. The next activity requires pupils to complete a newspaper articles on the pro’s and con’s of gene technologies, within the articles pupils must represent the viewpoints of an organic farmer, a charity campaigner, a doctor, an ecologist, a scientist working on a new gene technology. The final activity is an exam-style question. Pupils can complete this in their books and self-assess their work once they are finished. The plenary activity is for pupils to pick a task, either unscramble 5 anagrams to reveal key words or write a summary sentence including a number of key words from the lesson All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Biology - 'Inheritance, variation and evolution' lessons
SWiftScienceSWiftScience

NEW AQA GCSE Biology - 'Inheritance, variation and evolution' lessons

12 Resources
This bundle of resources contains 11 lessons which meet all learning outcomes within the 'Inheritance, variation & evolution' unit for the NEW AQA Biology Specification. Lessons include: 1. Meiosis 2. DNA & protein synthesis 3. Inherited disorders & genetic screening 4. Variation 5. Selective breeding 6. Genetic engineering 7. Ethics of gene technologies 8. Evolution by natural selection 9. Evidence for evolution - Fossils 10. Extinction 11. Evolution of antibiotic resistant bacteria The lessons contain a mix of differentiated activities, progress checks, extra challenge questions and exam questions plus more than one opportunity, per lesson, for self/peer red-pen assessment of tasks.
NEW AQA GCSE Chemistry (2016) - Atoms, Elements, Compounds & Mixtures
SWiftScienceSWiftScience

NEW AQA GCSE Chemistry (2016) - Atoms, Elements, Compounds & Mixtures

(2)
This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with student discussing the differences between atoms, compounds & mixtures and writing their ideas down, this is knowledge they should be able to recall from KS3. This is then explored further using an animation with questions that pupils are required to answer. After self-assessment of this task pupils are introduced to the definitions of each: atoms, elements, compounds and mixtures and will need to complete a fill-in-the-blank task to summarise. Pupils will then be given a selection of diagrams on the board, they will need to determine whether these diagrams are representing elements, compounds or mixtures. Once complete they can self-asses their work using the answers provided. The next part of the lesson introduces students to the idea of the periodic table, pupils will need to stick in a copy of it and then will be given a task sheet which can be completed using the names and symbols of the elements. The plenary task is a set of questions about what students have learnt that 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 :)
NEW AQA GCSE Biology - Health & Wellness
SWiftScienceSWiftScience

NEW AQA GCSE Biology - Health & Wellness

(4)
This resource includes PowerPoint presentations for two lessons and it covers all of the specification points for the NEW AQA Infection and Response unit. The first lesson identifies the difference between health and wellness. Pupils will then be introduced to the idea of communicable and non-communicable diseases, they will then determine whether different diseases are either communicable or non-communicable and consider the similarities/differences of the disease within each category. The last activity of the lesson is to produce a mind map of risk factors which could increase the chance of a non-communicable disease. The second lesson will start with recapping on the risk factors which can increase the likelihood of non-communicable diseases and students will need to think about whether specific risk-factors relate to specific diseases. We will also analyse the most preventable threats to health globally. Pupils then answer then ‘Think, Pair’ Share’ on why governments might run ‘keep healthy’ campaigns, what benefit might that be to the government and to it’s citizens. Pupils discuss and then answer questions on this topic. Plenary - recapping on the key words related to these two lessons.
NEW AQA GCSE (2016) Chemistry  - Making Ammonia - The Haber Process
SWiftScienceSWiftScience

NEW AQA GCSE (2016) Chemistry - Making Ammonia - The Haber Process

(2)
This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list of key words from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - DNA & Protein Synthesis
SWiftScienceSWiftScience

NEW AQA GCSE Trilogy (2016) Biology - DNA & Protein Synthesis

(3)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' 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 relative sizes of structures found within the cell, starting with nucleotides & building up to nucleus and then cell. The next task requires pupils to answer questions about the human genome whilst watching a video. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson shows students the structure of a DNA nucleotides and of the overall double-helix structure of DNA. Pupils will then watch a video on the process of protein synthesis, pupils will need to answer questions whilst watching this video. Pupils can then self-assess their work using the mark scheme provided. The final activity is for pupils to complete an exam-style question, pupils then either self-assess or peer-assess their work using the mark scheme provided. The plenary task is for pupils to write a list of key words from the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE  Chemistry (2016) - Fractional Distillation
SWiftScienceSWiftScience

NEW AQA GCSE Chemistry (2016) - Fractional Distillation

(1)
This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Chemistry (2016) - The development of the atomic model
SWiftScienceSWiftScience

NEW AQA GCSE Chemistry (2016) - The development of the atomic model

(0)
This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson 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. Once this work has been marked, pupils are then introduced to the idea of isotopes and ions. Pupils will then watch a video and will need to answer questions whilst watching and also complete a fill-in-the-blank summary sentence about what they have learnt. This work can be assessed using the answers 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 :)
NEW AQA Trilogy GCSE (2016) Biology - The response to exercise
SWiftScienceSWiftScience

NEW AQA Trilogy GCSE (2016) Biology - The response to exercise

(2)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ 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 think > pair > share task for pupils to discuss some questions about muscle, after a short class discussion you can the answers to these questions and talk them through with the students (all on the PowerPoint). Next pupils can sum up what they have learnt so far by completing a fill in the blank task, which then can be self-assessed. Now pupils will be given cards of information about how heart rate, breathing rate and concentrations of glycogen change during exercise and most importantly, why these response occur. Pupils can read their information card in pairs and using this they can fill in the table in their books. This activity is likely to take 15-20 minutes, once finished they can self-assess their work using the answers provided. A mid-plenary task will quickly assess students knowledge of what they have learnt so far, then the final activity is a 10 mark exam-style question. You could allow pupils more time to answer these questions or for higher ability set a 10 minute timer and request that they complete in silent, exam conditions. The mark scheme is provided for pupils to mark their own work. The plenary task is a 4-mark exam question with 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 :)
NEW AQA GCSE (2016) Physics - Half-life & Radioactivity
SWiftScienceSWiftScience

NEW AQA GCSE (2016) Physics - Half-life & Radioactivity

(0)
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 introduction to some key terms, including ‘activity’ and ‘count rate’, students can take notes from the board so they have the key definition in their books. Next students will be introduced to the idea of a ‘half-life’, students will be given the definition and shown a graph and a diagram to help illustrate this concept. Students will then have an opportunity to investigate whether the radioactive is random or predictable, students will be given a coin in pairs and will be asked to flip it 20 times. Can you predict the outcome of the next flip? What was the rough ratio of coins flipped head:tails? This investigation demonstrates that the process of radioactive decay is random but with a large enough sample it is possible to predict the number that will decay in a certain amount of time. Students will then be shown how to complete half-life calculations using a worked example, before students are given a set of problems to work through. The mark scheme for this work is included in the PowerPoint for students to assess their work. Pupils are given another worksheet of problems to work through, students must show their working at all time. This task can also be self-assessed or peer-assessed using the mark scheme included in the PowerPoint. The last task requires students to fill-in-the-blanks on a paragraph which summarises what they have learned this lesson. The answers to this task is also included so students can mark and correct their own work… The plenary task is for students to write a set of summary sentences about what they have learned this lesson, including as many key words as possible from the list 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 :)
KS3 ~ Year 8 ~ Gas Pressure
SWiftScienceSWiftScience

KS3 ~ Year 8 ~ Gas Pressure

(0)
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
KS3 ~ Year 7 ~ Chemical Reactions
SWiftScienceSWiftScience

KS3 ~ Year 7 ~ Chemical Reactions

(0)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’ module. 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 chemical reactions, students will read a paragraph of information on chemical reactions. Using the information students will answer a set of questions, this task can then be self-assessed using the mark scheme provided once complete. Students will now watch a video about chemical reactions, they will need to write down as many things you might see/hear/feel during a chemical reaction. This work can the be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can also be marked and corrected using the anwers provided Students will now consider whether chemical reactions are useful or now, they will be given a list of different chemical reactions and they will need to sort these into two columns - useful or not useful. Students can then self-assess this task when it is complete. Next, students will watch a video on the differences between chemical and physical changes. Whilst watching the video students will need to answer a set of questions, this work can self-assessed using the mark scheme provided. The last task requires students to determine whether a set of examples are demonstrating a chemical or a physical change. They could complete this task as a class, using mini whiteboards. The plenary task requires students to write three sentences 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 :)
KS3 ~ Year 7 ~ Balanced & Unbalanced Forces
SWiftScienceSWiftScience

KS3 ~ Year 7 ~ Balanced & Unbalanced Forces

(0)
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 :)
NEW AQA GCSE (2016)  Chemistry - Rate of Reaction: The effect of concentration and pressure
SWiftScienceSWiftScience

NEW AQA GCSE (2016) Chemistry - Rate of Reaction: The effect of concentration and pressure

(1)
This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with students introduced to the idea of concentration in terms of no. of particles per cm3. Students will then need to ‘Think > Pair > Share’ their ideas of how an increase in concentration may affect the rate of a reaction. Students can use their ideas from this first task to make a prediction for the investigation into the rate of reaction between sodium thiosulphate and different concentrations of HCl. Students will need to conduct this investigation using the practical sheet provided, record their results, plot a graph of their results and complete a conclusion. Students can assess their explanation of the results they collected using the answer provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of pressure on the rate of a reaction. Students will firstly be introduced to the idea of an increasing pressure leading to an increase in the number of particles per cm3, using this information and the diagrams provided pupils can ‘Think > Pair > Share’ their ideas about how an increase in pressure would affect the rate of a reaction. Their answer to this question can self-assessed using the answers provided. Next, students need to work through a set of levelled questions on the effect of pressure on the rate of a reaction. This work can be self-assessed using the answers provided on the PowerPoint. The last task is for pupils to plot a set of results onto graph paper, using these data they can calculate the initial rate of reactions for two concentrations of HCl. Students can assess their work using the mark scheme provided on the PowerPoint. The plenary task is for pupils to write down three quiz questions (and the answers!) to test their peers knowledge of what they have learned in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW (2016) AQA AS-Level Biology – Mitosis
SWiftScienceSWiftScience

NEW (2016) AQA AS-Level Biology – Mitosis

(0)
This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis. To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information. The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide. The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets. The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage. The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide. The plenary task is to complete a sentence in their book reflecting on their learning throughout the lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
KS3 ~ Year 8 ~ Disruption to Food Chains & Webs
SWiftScienceSWiftScience

KS3 ~ Year 8 ~ Disruption to Food Chains & Webs

(0)
This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the term ‘interdependence’ - students are given the defintion for this term. They are also asked to think of ways in which animals and plants depend on each other within an ecosystem, students can brain storm their ideas in their books. The answers will then be revealed using the PowerPoint presentation, students should check and correct their work. The next part of the lesson focuses on how changes in an ecosystem can affect animal populations, students will be asked four questions which they should discuss with their partner before writing their ideas down on a piece of A3 paper. The answers to these questions will then be revealed using the PowerPoint, so students can self-assess their work. Next, students will be shown a food web from a marine ecosystem and students will need to answer a set of questions using this food web. The questions focus on what will happen to certain animal populations if others increase/decrease/are wiped out. Students can answer these questions in their books, they can then self-assess their work using the answers provided. Students will now be given a set of information on stable communities. Students should read the piece of information and using this will need to answer a set of questions. The answers can be self-assessed using the mark scheme provided in the PowerPoint. Lastly, students will read an article (link included) on bioaccumulation in killer whales. Students should read the article and try to come up with a definition for the term ‘bioaccumulation’, once students have had a go at this task, the correct definition for this term will be revealed so students can self-assess their work. The plenary activity requires students to write three quiz questions based upon 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 :)