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.
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.
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 :)
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 a diagram of a food chain, showing how energy is transferred from organism to organism and a definition for the term ‘food-chain’. This is then followed by a question, asking students to identify which of the organisms is a producer, a consumer, a herbivore and a carnivore. Students can discuss with their partner before feeding back to the class, the answers are then revealed and students can self-assess their work.
Next, students are given a match-up activity whereby they need to correctly match the type of organism (producer, primary/secondary/tertiary consumer) with the correct description and example. This task can be self-assessed using the mark scheme included once it is complete.
Students will now be given a selection of organisms - plant, aphid, hawk, vole, ferret, moth larva - using these organisms they will need to construct their own food chain, including labels and arrows. An example answer is provided for pupils to check their work, other examples could be made using the animal selection provided.
Next, students will focus on energy losses through a food chain. Firstly, students will be told that energy can be lost from animal to animal along a food chain, students should then ‘Think > Pair > Share’ their ideas about why this happens. The answers can then be revealed using the PowerPoint presentation, students can check their answers and correct their work if necessary.
Lastly, students are introduced to the idea of a food web - giving an example of a marine food web. Students are then asked a set of questions about this food web, students can answer these questions in their books before self-assessing them using the mark scheme available.
The plenary task will then require students to spend a minute talking to the person next to them about what they have learned this lesson.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’.
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 an introduction to the main functions of the female and male reproductive systems. This then leads into a task whereby students will firstly watch a video on the structure of the female reproductive system, during which they will need to label a diagram. After this, students will watch a video on the structure of the male reproductive system, again students will need to label a diagram whilst watching this video. Students can then mark their work using the mark scheme provided.
Next, students will each be given a card of information which describes the function of one part of either the male/female reproductive system. Students will need to walk around the room and share information with each other to complete their own table to summarise each of these functions. The mark scheme for this task is also included so students can either self assess or peer assess their work.
The next activity is a progress check task, students will answer a set of levelled questions based upon what they have learned so far this topic. Once this task has been completed, students can mark and correct their own work.
Lastly, students will complete an activity whereby they will be required to match the correct reproductive structure with it’s function, students can self-assess their work once complete, using the answers provided.
The plenary task is an anagram challenge - students should try to unscramble the words to reveal 6 key words learned over the last two lessons on adolescence and reproductive systems.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
The lesson begins by students being shown a video of a laser show, students will need to note down their observations about how light travels. Hopefully students should identify that light travels in straight lines - a diagram can be shown to students to identify this. Students are also shown a diagram which demonstrates how shadows are formed.
Next, students will be given the definition of a luminous and non-luminous object. Students will need to come up with their own examples of luminous and non-luminous objects and write their ideas down into their books, under two headings. This task can then be self-assessed using the mark scheme provided, as well as other suitable suggestions.
Students will now be shown some pictures of objects which are either opaque, transparent or translucent, students should now ‘Think > Pair > Share’ their ideas about how to group these images. Hopefully, students should identify the three categories, this will be revealed as part of a class discussion. Students will now be given some time to come up with their own definitions for the terms: opaque, transparent and translucent and should come up with their own examples. This task can then be self-assessed using the mark scheme provided.
The next part of the lesson focuses on the speed of light, students will be given the speed of light and will be introduced to terms such as light-second, light-minute and light-year. Students will then be asked a question ‘What travels faster - light or sound? Give examples as evidence’. Students can discuss in pairs, writing their ideas down in their books. This can then be self-assessed using the mark scheme provided.
The last task requires students to complete a ‘Progress Check’ - students will fill in the blanks to complete a paragraph of information summarising what they have learned today. This work can be marked and corrected once complete. Lastly is a true or false activity which students can either complete in their books or using mini whiteboards.
The plenary task requires students to complete an ‘Exit Card’ to summarise three things they have learned, five key words and one question to their peers.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
This lesson begins with an explanation of how the different parts of the eye work together in order for you to see objects. The functions of different parts of the eye are briefly explained. Students will then need to complete a task to assess their knowledge of this introductory information, this can be self-assessed using the mark scheme provided.
This leads onto another task which looks at the function of different parts of the eye, students will each be given a different piece of information outlining the function of one part of the eye. Students will then need to walk around the room, sharing information with each other to complete a table on the functions of eye parts. This task can be marked using the answers provided.
Students will then be shown an image of a pinhole camera, they will need to sketch a copy of it into their book. They are then asked a few questions which looks at the similarities between a pinhole camera and the eye, students should answer these questions in their books and once complete they can mark their work using the answers provided.
Students are then provided with some information comparing the structure and function of eyes compared to a digital camera. Students will need to outline one way in which they are similar and one way in which they are different, this task can also be assessed using the answers provided.
Lastly, the plenary task requires students to write down 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 :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
This lesson begins with a recap on the stages involved in fertilisation, students will be asked to rearrange a set of sentences into the correct order to correctly describe the process of fertilisation.
Seed dispersal is now introduced, firstly students are asked to consider two questions - why the parent plant wants to disperse seeds away from itself and what are the main methods of seed dispersal that we already know of. Students can discuss the answers to these questions in pairs before feeding back into a class discussion, the answers to these questions can then be revealed.
Next, students will be given a worksheet of questions and will then watch a video on various methods of seed dispersal. Students will need to answer the questions whilst watching the video, the mark scheme for this task is included in the PowerPoint for students to self-assess their work once it is complete.
The last task is a progress check, whereby students will need to copy and complete a paragraph which describes the importance of seed dispersal. Students can either peer-assess or self-assess their work using the answers provided once this is complete.
The plenary requires students to create three quiz questions to test their peers knowledge of 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 lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 Ecosystem Processes.
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 list of minerals that plants need to survive - magnesium, phosphates, nitrates and potassium. Students will need to ‘Think > Pair > Share’ their ideas about how plants receive their minerals. After a short class discussion, students will be shown a diagram which demonstrates how mineral ions are taken up by the plant.
Students will now watch a video, this video will go through some of the symptoms of different mineral deficiencies. Whilst watching the video, students will need to note down these symptoms. This task can be marked and corrected against the mark scheme provided once complete.
The next part of the lesson will focus on farming methods, students will each be given a different bit of information on a method employed by farmers to increase crop yield. Students will need to walk around the room to share information on these methods in order to complete a summary table. This can then be self-assessed using the mark scheme provided on the PowerPoint.
Lastly, students will now design and complete a pamphlet of information for farmers to help them decide which type of minerals their plants may be deficient in, this should include images of a healthy plant as well as unhealthy plants depicting various mineral deficiencies.
The plenary task requires students to write a Whatsapp message to a friend, 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle.
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 a ‘food pyramid’, students will be given a selection of different foods and will need to consider how often they should be eaten, and so where on the food pyramid they should be placed. Once students have had chance to discuss and arrange their foods on the food pyramid, the answers can be revealed so students can check their work.
Next, students are introduced to the idea of different food/drink groups: carbohydrates, protein, fats, vitamins, minerals, water and fibre. Students will each be given a card of information about one of these groups, they will need to walk around the room to share information with their peers in order to complete the summary table in their books. This task can be self-assessed using the mark scheme provided once it is complete.
Next, students will consider how much energy different people require. Firstly, some examples will be talked through as a class - e.g. males generally need more energy than women, older people need less energy than younger people etc. Students will then complete a task to assess their knowledge on this topic, which can be marked and corrected using the answers provided once complete.
Lastly, students will be introduced to the idea of a food test, they will be asked to consider which types of nutrients are present in a set of food which include: lemonade, crisps, margarine, bread & meat. After students have made predictions, they can then complete the food test investigation (equipment list and method is included).
The plenary task requires students to spend a minute or two talking 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 B1.3 Module on ‘Reproduction’.
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 pollination, students are asked to complete a ‘fill-in-the-blank’ task which outlines the roles of the male and female reproductive parts of the flower. This work can be self-assessed using the mark scheme provided.
Next, students will need to watch a video on fertilisation, during which they will answer a set of questions. Once this task has been completed, students should self-assess their work using the mark scheme provided.
Students will now study the structure and function of a seed, the first task is a memory test. Students will have a few minutes to study a diagram of a seed with the labels included, the labels will then be taken away and students will have a few minutes to recreate the diagram - including the correct labels. Students can check their work against the answers provided once this is complete.
Next, students will be asked to ‘Think > Pair > Share’ their ideas on the conditions required for a seed to germinate. Students can firstly discuss their ideas in pairs, then they will need to note their ideas down on a mind map. The answers will then be revealed on the PowerPoint for students to check their work and make corrections.
Lastly, students are given a set of sentences which contain true and false statements about what they have learned so far on pollination and fertilisation. Students will need to mark and correct the work, this task can also be self-assessed using the mark scheme provided.
The plenary requires students to write a twitter message demonstrating what they have learned this lesson, making sure 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 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 lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
The lesson begins with an introduction to the elements found within Group 0 of the Periodic Table - The Noble Gases. Students will learn about some of the chemical properties of these gases within the introduction.
Next, students will be given data on some of the physical properties of the Noble Gases. Students will be shown their melting points and boiling points and will need to answer some questions based on this data. Once this task has been completed, students will then self-assess their work using the mark scheme provided.
Students will now learn about the uses of different gases of the Group 0 elements, students will each be given a piece of information on a particular gas. Students will now need to share information with each other in order to complete a summary table. This work can the be marked and corrected using the mark scheme that is provided in the PowerPoint.
Students will now complete a ‘copy and correct’ task, students will need to copy the paragraph of information and correct any mistakes. The answers to this task can the be used by students to mark and correct their work.
The students will now complete a ‘Who am I?’ task, students will be given a description of an element which will either be from Group 1, Group 0 or Group 7, students will need to decide which element it is describing. Once this task has been completed, students should then self or peer assess their work using the mark scheme provided.
The plenary lesson requires students to summarise what they have learned in three sentences, using the key words provided.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 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 :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
This lesson starts with a definition for a fuel and then students need to ‘Think > Pair > Share’ their ideas of examples of fuels they already know. The answers can then be revealed on the PowerPoint for students to self-assess their work.
Students are then asked to think about the conditions required for things to burn, students can discuss their ideas with each other before feeding back to the class. The answers can then be revealed using the PowerPoint presentation. Students can now summarise what they have learned by completing a ‘fill-in-the-blank’ task, this task can be self-assessed once it has been completed, using the mark scheme provided.
Next, students are asked - ‘What would happen if a glass was placed over a candle? And why?’ - students can discuss their ideas in pairs/groups before feeding back to the class. The answer can then be revealed using the answer provided on the PowerPoint presentation.
Next, students are introduced to the idea of renewable v.s non-renewable fuels, students are given examples of non-renewable fuels and are then shown a video on hydrogen as a renewable fuel. During the video, students will need to answer a set of questions, this can then be marked and assessed using the mark scheme provided.
Students will now conduct an investigation into the energy released by different types of fuel - candle vs. ethanol. Students will heat a boiling tube of water using both of these fuels for a set period of time, using a thermometer to check the temperature every minute they will determine which released the most amount of energy.
Lastly, students are introduced to the idea of an ‘oxidation’ reaction - they can take notes in their books of examples of oxidation reactions.
The plenary task requires students to spend a minute talking to the person next to them about what they have learned this lesson.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
Students will firstly compare some examples of acids to alkalis, including a description of the feel and taste of some acidic and alkaline substances. Next, students will read some information about acids and alkalis on an information sheet. Using this information they will answer a set of questions in their books, this work can then be self-assessed using the mark scheme provided on the PowerPoint.
Next, students are introduced to Hazard symbols - these will be important within the topics of acids and alkalis for students to determine how hazardous different chemicals might be. Students will play a game of ‘Haz-Splat’ whereby they will be given a choice of two different Hazard Symbols. They will need to come up to the board in pairs, the name of the hazard symbol is read out and students will try to ‘splat’ the correct hazard symbol before their opponent! This activity will familiarise students with the following hazards - irritant, corrosive, flammable & toxic.
Next, students will be introduced to the idea of a concentrated or dilute acid, as well as the definition for concentration. Students will then work their way through a set of activities to assess their knowledge of concentration, this work can be self-assessed using the mark schemes provided.
Lastly, students are shown how to calculate the concentration of a solution given the mass of solute and the volume of the solution. Students will need to use this calculation to work through a set of problems, this task can also be marked and corrected using the answers provided on the PowerPoint.
The plenary task requires students to spend a minute or two talking about what they have learned during the lesson.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’
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 an introduction to the definition of ‘specialised’, which follows on to define a ‘specialised cell’ as a cell that has special structures/features to help it carry out its job.
Students are then shown some diagrams of specialised cells and are shown a video, whilst watching the video they are asked to note down as many specalised cells as they can. This work can then be checked and corrected using the answers provided on the PowerPoint.
Students will now each be given a card of information about a the structural features and functions of certain specialised cells. Students will need to walk around the room, sharing information in order to complete a summary table.
Finally, students are asked to complete an ‘Assessment Task’, which is a set of exam-style questions based upon what they have learned the last two lessons. Students can write their answers in their books, the mark scheme for these questions is included so students can assess their work.
Lastly, students are asked to complete a ‘Job Advert’ for one of the specialised cells they have learned about this lesson, the advert should include a description of the job itself and the sort of traits required to perform the job.
The plenary task requires students to copy and complete a set of 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 :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’
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 substances that move in and out of cells via a process called diffusion. Students are then asked to summarise this information by sketching and labelling a diagram of a cell.
The idea of diffusion is further explained using an image of a deodrant bottle spraying smelly particles into the air and showing how they spread from an area of high concentration to an area of low concentration. A definition of this process is shown to students, before they are asked to complete a fill-in-the-blank task to summarise the process, this work can be self-assessed using the mark scheme provided.
Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided.
The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task.
Lastly, students are shown diagrams of plant cells of healthy plants vs. wilted planted to demonstrate the effect of having too much/too little water in the vacuole of plant cells.
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.
Students will firstly recap on the differences between a solid, liquid and gas. Students will need to identify the correct particle diagram from a selection. This then leads into a description of how a sound wave is made, students are asked to ‘Think > Pair > Share’ their ideas about what is meant by terms ‘vacuum’ and ‘medium’ - the answers can then be revealed on the PowerPoint for students to mark their work.
Students will now watch a video of the ‘Bell Jar’ experiment, students will need to consider what is happening as they watch the video, they could try to write their ideas down in their books. An explanation of what they have observed can then be revealed using the PowerPoint.
Students will now watch a video on the movement of sound waves through solids, liquids and gases. Whilst watching the video they will need to answer a set of questions, the mark scheme for this task is included in the PowerPoint for students to assess their work once it is complete. This is followed by a worksheet of questions, the answers to this is also included in the PowerPoint for students to self-assess their work.
Students will then complete a progress check task, this is a copy-and-complete task which summarises what they have learned this lesson. This task can then be marked and corrected using the answers provided.
Lastly, students will be asked to consider which travels faster - light or sound. They will need to think about evidence to support their ideas. The answers can then be revealed - light is faster than sound, with evidence such as you see lightening before you hear thunder, also when a starting pistol is used you see the smoke before you hear the bang.
The plenary activity requires students to write down three facts, three key words and one question to test their peers knowledge of what they have learned this lesson.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the 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.
The lesson begins with an video on the Solar System, students will watch this and whilst watching should answer a set of questions. Once students have completed this task, they can self-assess their work using the mark scheme provided.
In the next activity, information stations will be placed around the classroom so that students can gather information and use to this to complete a worksheet. They can talk to each other to complete this task, once it is complete the work can be self-assessed using the mark scheme provided. This task also includes a research project, so if students have completed the work they can use tablets/computer/laptops/phones to complete research on the Cassinni Space Probe.
The last task requires students to complete a crossword on the Solar System, using what they will have learned over the last couple of lessons.
The plenary task requires students to summarise what they have learned this lesson in three sentences, a list of key words is provided for pupils to use in their sentences.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’.
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 definition for ‘gestation’ - students are then asked to match the mammal to the correct gestation period length, from the selection provided. This task can be marked once it is complete.
Students are then asked to consider the advice that a midwife might give to a pregnant woman, regarding her health and her baby’s health. After a few minutes of partner discussion, students can feed back to a class discussion where hopefully factors such as diet, alcohol consumption and smoking are mentioned.
During the next part of the lesson, students will need to walk around the room reading posters of information on the development of a fetus inside the uterus. Students will need to complete a worksheet using this information, the mark scheme for this task is included in the PowerPoint so students can self-assess their work or peer-assess their work once the task is complete.
The last activity is a ‘Human Bingo’ task, each student is given the same grid - each box of the grid contains a different question. Students need to walk around the room and get a different student to answer each of the different questions on the grid - once complete they can sit down and shout ‘Bingo!’.
The plenary task requires students to come up with five questions for the five answers that are provided on the PowerPoint.
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
This lesson begins with a recap on the pH scale, students are given some information about the pH scale and will need to answer a set of questions using this information.
Next, students will be given a table of information about the pH of different substances, using this they will need to sort the substances into two groups in their books - acids or alkalis. This task can be self-assessed using the mark scheme once completed.
Students will now conduct an investigation to determine what happens when an acid is mixed with an alkali. Students will follow the method provided on the PowerPoint, using this they should observe the universal indicator changing from red to green as a neutralisation reaction occurs. Students can then use the information provided on the PowerPoint to take notes on this topic.
Next, students will watch a video on pH, they will need to answer a set of questions whilst watching the video. This activity can be self-assessed once complete, using the mark scheme provided.
Lastly, students are provided with a set of information on the uses of neutralisation reactions. Students should read the information and then summarise what they have learned in three sentences.
The plenary task requires students to write a twitter message to tell other people what they have learned this lesson, including #keywords!
All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)