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. This lesson begins with a ‘Think, Pair, Share’ task for students to discuss amongst themselves - ‘Why can’t muscles continiously carry out aerobic respiration?’ After a short class discussion, the answer to this questions can be revealed to the class. Students will then complete a fill-in-the-blank task to summarise what they have learned about anaerobic respiration so far, this work can be self-assessed using the mark scheme provided. Students will now watch a video on anaerobic respiration, whilst students are watching this video they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now look at how anaerobic respiration is carried in different organisms, particularly plants and yeast, focusing on the importance of anaerobic respiration in yeast for food production. Next, students knowledge of aerobic and anaerobic respiration is assessed using a true or false activity, this task can be marked and corrected using the answers provided on the PowerPoint. The last activity is a set of exam-style questions, students can use their knowledge from this lesson to answer this set of questions in their books. This work can then be self-assessed using the mark scheme provided. The plenary activity requires students to come up with a list of questions for a list of answers which are provided for them in the plenary. 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. This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils will now have a recap of the different structures of an animal and plant cells, they will be required to label a diagram of an animal and plant cells. Once this task is complete, students can self-assess their work using the mark scheme provided. Students will look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. Students will then be given a piece of information on how oxygen and glucose gets into cells, using this information students will need to answer a set of questions. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to spend a few minutes talking to each other about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the 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 1.2 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 an introduction to food chains, students will need to know the definition of the a producer and consumer. They are firstly asked to ‘Think > Pair > Share’ their ideas of a definition, before the answers are revealed. Next, students are introduced to the process of photosynthesis, a description of the process is included, as well as a list of the raw materials needed for photosynthesis to occur. Students will now watch a video on photosynthesis, during which students will need to answer a set of questions. This task can be self-assessed using the mark scheme provided. Next, pupils will complete a progress check on what they have learned so far this lesson. Students will need to complete a set of questions in their books, these are exam-style questions which can be marked and corrected using the mark scheme provided. Lastly, students will now watch another video on photosynthesis, with a set of questions that pupils need to answer about the theories surrounding photosynthesis over time. The very last activity require students to complete a sentences link-up task, to summarise what students have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary requires students requires students to either write a twitter message to summarise what they have learned or complete a set of five quiz questions. 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. This lesson begins with a recap on the different organs of a plant – students should be able to name and correctly label the stem, leaves, flower and roots. Students will also need to correctly identify the function of each of these organs, this task can be self-assessed using the mark scheme provided. Students will then watch a video on leaves and the structure of leaves, students will need to answer a set of questions whilst watching this video. This work can then be self-assessed using the answers provided on the PowerPoint. The next task requires students to complete a worksheet which focuses on the adaptations of the leaves, this work can be self-assessed using the mark scheme provided once complete. The last activity then requires students to complete a worksheet which focuses on labelling structures and functions of a leave, this involves filling in boxes which surround a diagram of a cross-section of a leaf. The plenary task then requires students to ‘pick a plenary’ – students can either summarise what they have learned in three sentences or write a definition of a set of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the 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 a question for students to consider - ‘How does alcohol affect your body?’ Students will watch a video which runs through some of the affects of alcohol on the body, whilst watching students should complete a mind map of their ideas. This task can then be self-assessed using the mark scheme provided. Students will now be provided with some information on alcohol and how this affects your body, particularly focusing on the brain and liver. Students will then complete a fill-in-the-blank task to summarise what they have learned so far, this task can then be self-assessed using the mark scheme provided. Next, the lesson will focus on the affect of pregnant women drinking whilst they are pregnant. Students will watch a video on this topic, whilst watching the video they should answer a set of questions. The answers to this task are provided on the PowerPoint, students can use this to self-assess their work once it is complete. Laslty, students are provided with some data on death rates due to alcohol-related diseases. Using this data students will be required to answer a set of questions, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to write a list of key words that 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 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. The lesson begins with a question for students to ‘Think, Pair & Share’ with the class - ‘What do you think the most used drug in the world it?’ After a short class discussion, the answer will then be revealed as coffee! Students are now introduced to definition for drug, as well as explaining the difference between medicinal and recreational drugs. This then follows into a task whereby students should complete a mind map of reasons why people might want to take drugs. Their answers can be checked against the mark scheme which is provided on the PowerPoint. On the next slide students are provided with a more comprehensive explanation of the differences between medicinal and recreational drugs. The next task will then require students to sort a list of drugs into two columns - medicinal vs. recreational. This task can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are provided with some information about the differences between addiction and dependency. Students should answer a set of questions using this information, once complete this task can then be self-assessed using the mark scheme provided. Lastly, students will look into the use of performance-enhancing drugs in sport. Students will each be given a statement which is a viewpoint on the use of such drugs in sporting events. A class debate could the be organised for people to relay their viewpoints, whilst this is occurring students can write down arguments for and against drugs in sport within a summary table. The plenary task requires students to complete an exit card which included three things learned this lesson, five key words and one question to test their peers on 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 some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. Students will then need to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary 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 :)

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. The lesson begins with an introduction into the role of bacteria in digestion. This then follows into a video on digestion, students should watch the video and whilst watching they will answer a set of questions. Once this task has been completed students can self-assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘enzymes’ - molecular scissors which break down larger molecules into smaller, soluble molecules which can then be absorbed by the small intestine. This idea is demonstrated with a diagram, students can take notes on this in their books - including a sketch of the enzymes at work. For the next activity, students will each be given a different bit of information on a specific type of enzyme - lipase, carbohydrase and protease. Students will then need to share information, as they walk around the classroom, in order to complete questions and a summary table on their own worksheet. Once this task has been completed, students will then use the mark scheme provided on the PowerPoint to peer-assess their work. The final activity is an exam-style question, to assess students knowledge of what they have learned so far this lesson. Students can mark their work using the mark scheme provided. The plenary task requires students to write a twitter message about what they have learned this lesson, including #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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. The lesson begins with an introduction into what happens to your food during the process of digestion, students are shown a diagram which demonstrates how large, insoluble food molecules are broken down into small, soluble ones. This follows into the definition and role of the human digestive system, students now need to discuss their ideas of the names of organs present in the digestive system. After a short class discussion, students will now complete a ‘Memory Test’ task. Students will need be shown a diagram of the human digestive system with organs labelled. They will have a few minutes to memorise the names of the organs of the digestive system, the labels will be taken away and then students need to try to remember as many of them as possible, by labelling their own digestive system worksheet. This task can be self-assessed once it is competed. Next, students will be given an information sheet in pairs. Students will need to read the information sheet and using this write a description of the roles of a set of organs present in the digestive system. Once complete, students can mark and correct their work using the answers provided in the PowerPoint. Lastly, students are shown a diagram of the villi which are present in the small intestine. Students will need to describe the adaptations of the villi which aid the role of absorption of small molecules into the bloodstream. The final activity requires students to find ten word, all related to the digestive system, in a word search. The plenary activity is a set of answers, students will need to write the questions which match up these answers. 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 images of people who are obese, underweight or have a vitamin deficiency (e.g. rickets). Students are asked to ‘Think > Pair > Share’ their ideas about whether these people are malnourished or not? Students should have a few minutes to discuss their ideas, before sharing the class. The PowerPoint then moves on to identify that each of the individuals are malnourished, as they are either taking on too much/too little nutrients. Students are now asked to consider how people might lose weight, students can create a mind map in their books. Once students have had a chance to discuss their ideas with the class, some ideas can be revealed so students can mark and correct their own work. This then follows into a ‘copy and complete’ task, where students should complete a set of sentences to summarise what they learned so far this lesson. This work can also be self-assessed using the mark scheme available. Students should now complete the mid-lesson progress check, which is a ‘true or false’ activity. Students are given a set of statements, they should indicate using mini whiteboards/write down their answers in their books, the answers can then be revealed for students to check their answers. Next, students are given a task which allows them to work out how much fat they are eating each week. Students can consider a list of statements, identify how many apply to them and add them up to give a rating out of 5, the higher the rating the more unhealthy their diet is. Lastly, students are asked to write a letter to a person who is overweight/obese to give them some information about the health problems which are associated with being overweight and explain some methods which they could employ to help them to lose weight. The plenary task is an anagram challenge, students are given a set of anagrams which are words associated with 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 resource contains 11 homework activities, and detailed mark schemes, which meet all learning outcomes within the Year 7 Biology, Chemistry and Physics Units: Biology: B1.1 Cells B1.2 Structure & Function of Body Systems B1.3 Reproduction Chemistry C1.1 Particles & Their Behaviour C1.2 Elements, Atoms & Compounds C1.3 Chemical Reactions C1.4 Acids & Alkalis Physics 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 up to 24 weeks worth of homework content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience

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 :)

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 resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Chemistry Units: C.1 Particles & Their Behaviour C.2 Elements, Atoms & Compounds C1.3 Chemical Reactions C1.4 Acids & Alkalis 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 homework activity is designed for the KS3 Science Course, specifically Year 7 P1.3 Module on ‘Light’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.2 Module on ‘Sound’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Biology Units: B1.1 Cells B1.2 Structure & Function of the Body Systems B1.3 Reproduction 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 at the KS3 and KS4 Science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience The 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.