This is a bundle of whole lessons and resources which meets all specification points for the NEW AQA GCSE Biology Combined Science Trilogy course for the ‘Homeostasis’, ‘Inheritance, variation & evolution’ and ‘Ecology’ SoW, including all higher material. This bundle includes 58 lessons, which is around 14 weeks worth of work, with all additional resources included. The lessons contain a mix of differentiated activities, mid-lesson progress checks, extra challenge tasks, exam-style questions and more than one opportunity, per lesson, for self/peer red-pen assessment of tasks as answers/mark schemes have been provided within the PowerPoint slides. For reviews of any of the lessons or lessons bundles included in this bigger bundle please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Thank you for looking, please ask any questions via the comments section if you need to :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 recapping on the factors which may affect the distribution of organisms within an environment. Once pupils have discussed their ideas of abiotic and biotic factors which may affect organisms within their habitat they will need to assess their work using the answers provided. The lesson will then focus on sampling techniques, firstly outlining what a quadrat is and how it is used when sampling an environment. The importance of random sampling is stressed & pupils will need to come up with some ideas as to how random samples could be obtained. Once their ideas have been assessed pupils can then move onto a worksheet which demonstrates how random sampling is conducted and explains how to work out the range, mean, median & mode of a data set. Transect sampling is now introduced, pupils will watch a video and answer a set of questions watching the video. Once this task is complete pupils can answer the question using the answers provided on the PowerPoint presentation. The final task is for pupils to perform their own sampling investigation, a worksheet is provided detailing the equipment needed, a method, a species identification key & a results table. Pupils can work in groups of 3 - 5 and use an area close to school such as the sports field / any large grassy area to complete their investigation. Once this is complete pupils can use their data set to find the range, mean, median & mode for each species. The plenary task is for pupils to write down three facts, three key words and a question based 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 Pupils are firstly asked to come up with a food chain for humans eating rice, then humans eating chickens and to consider the differences in energy efficiency between the two. This then leads onto the second slide which explains how shorter food chains mean more efficient food production. The second task is for pupils to think > pair > share ideas about methods farmers could employ to ensure animals gain new biomass at an efficient rate. Once pupils have written their ideas down in their books the answers can be revealed on the PowerPoint, students can check their work against the answers and correct anything they need to. The methods listed on the PowerPoint have disadvantages, pupils should then have a short discussion in pairs of what these negatives are before they are revealed. The next part of the lesson focuses on fish stocks, students are given some information and are asked to consider how we might sustainably manage fish stocks. Once students have some to discuss as groups and then as a class, pupils are given a set of questions they will need to answer whilst watching a video. Once this is complete students can self-assess their work. The last part of the lesson focuses on biotechnology in food production. Students will be given some information sheet in their groups and should use this information to answer a set of questions, once pupils have completed these questions they can self or peer-assess their work using the mark scheme provided. The very last task may be more suited to higher-ability classes. Pupils will be given a set of jumbled up sentences, students need to place the sentences in the correct order to describe the process of making mycoprotein, students can assess their work once complete. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 First of all students are asked to consider why not all of the light that falls onto a plant will be used in photosynthesis. Students can think > pair > share their ideas in their books. Once complete the following slide goes through the possible ways in which light energy can be lost before it used to make new plant biomass. Students will listen and then need to fill in the blanks on a paragraph detailing these processes. Once this task is complete students can self-assess their work. Students are then shown a simple food chain and asked to think about how biomass could be lost at each stage in the food chain. Pupils can discuss their ideas and create a mind map in their books, why isn’t all of the biomass from trophic level passed on to the next trophic level? The next slide reveals some of these reasons, pupils can check their work against the answers. Pupils will then be given a worksheet detailing energy loss and energy transfer criteria, students need to use this information to annotate a food chain to show how energy is lost and how much is transferred to the next trophic level. There are a number of ways in which they may do this but there is a sample answer provided to demonstrate how the student could have completed their work. The last part of the lesson looks at efficiency of energy transfer, pupils will be shown the efficiency calculation and a worked example. Pupils can write the calculation into their books and then use this to answer a set of questions. Once complete pupils can self-assess their work. The plenary task is for pupils to turn to the back of their books and write three summary sentences on what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction of food chains, pupils are asked to watch a video and answer a set of questions. Once complete pupils can self-assess their work. The next part of the lesson teaches students about trophic levels, firstly there is a diagram demonstrating the meaning of terms such as ‘producer’ and ‘primary consumer’ and how these correspond to trophic levels. Pupils can then have a go at matching the correct trophic level to the correct title, definition and example. Once complete pupils will self-assess their work using the mark scheme provided. Students can now have a go at constructing their own food chain or food web using a set of animals cards, once arranged they should write the order in their books and correctly level the trophic levels and whether the organism is a producer, a primary, secondary or tertiary consumer. The next part of the lesson focuses on biomass, firstly a definition is given to students and then they will need to watch a video on biomass and answer a set of questions. Once this task is complete they will be able to mark their work against the answers provided. The last task is for pupils to complete a worksheet on biomass, the answers can be written into their books and either peer r self-assessed once complete. The plenary task is for pupils to turn to the back of their books and write a detailed description of the flow of energy & changing biomass through a food chain using a selection of key words as prompts. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first task is for pupils to consider the ways in which scientists can measure water pollution. Pupils will need to match the piece of equipment to the description of how it is used. Pupils can then assess their work using the answers provided. The next task is for pupils to think about living indicators of pollution, they can think > pair > share their ideas about what living organisms might give us an idea of the pollution levels in the local environment. After a class discussion the information on the PowerPoint slide will outline some of these examples of bio-indicators. The next task focuses on water bio-indicators, pupils will be in groups and one at a time get a chance to look at a poster of organisms which live in polluted to unpolluted water. Pupils will view the poster and then have to go back to their desks to try and recreate as much of it as they can. After a set period of time (as it could go on forever!) pupils can then assess their work against the poster and see how well they did. The next part of the lesson focuses on bioaccumulation of chemicals in marine organisms, pupils will have the chance to read through an article and will need to use the information in the article to come up with their own definition of ‘bioaccumulation’. Once pupils have completed this task you can reveal the definition for bioaccumulation and a diagram to simply depict how this process occurs in marine environments. The last part of the lesson looks at eutrophication, pupils will firstly watch a video about this process and will need to answer questions whilst watching. Once this is complete they can mark their work using the answers provided. Finally pupils will be given a blank cartoon strip, for which they will need to select the correct captions to go with the correct stage in the process of eutrophication as well as draw a diagram to depict this stage. The plenary task for pupils is for them to pretend they work for an environmental charity, they need to tweet a message to raise awareness abut the effect water pollutants can have on local biodiversity. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first part of this lesson focuses on biodiversity, pupils will watch a video and have to answer questions whilst watching the video. Once complete pupils can self-assess their work using the answers provided in the PowerPoint. The next slide shows a graph depicting the human population growth in the last 8000 years and information describing the effect this is having on our planet. The next part of the lesson focuses on human impacts on biodiversity. Firstly pupils will need to come up with a mind map of all the ways in which humans use the land. As an extension task pupils can also discuss what impact this may be having on our environment. Some key ideas will then be gone through using information provided on the PowerPoint. Pupils will then watch a video on human impacts on biodiversity, using the information in the video they will need to answer a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task focuses on waste produced from human activities, each pupil will be given a card of information on a specific pollutant and the effect it has on the environment. Pupils will need to walk around the room trading information in order to complete a table of information on these pollutants. The very last task is an exam-style question, higher tier pupils can complete this question in the back of their books without looking at their notes from the lesson. Once completed pupils can assess their work using the mark scheme provided. The plenary task is for pupils to write 3 facts, 2 key words and 1 question 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. The first part of this lesson will focus on a recap of some of the details learnt during the decay lesson, pupils are given a set of four multiple choice questions which they should answer in their books and then self-assess. The first task introduces recycling of materials in the ecosystem, pupils will need to read through a paragraph of information as a class. The slide will then be changed and pupils will need to try to recreate the paragraph as best as they can using the key words provided. Once completed the slide can be changed back to the initial paragraph for pupils to check and correct their work. The next part of the lesson is for pupils to look at the difference between a decomposers and detritivores, students will be given information in pairs and will need to teach each other about the organism card they have in their hands. Students will then try to write a description of each of the organisms in their books. The next part of the lesson focuses on the water cycle, firstly students will need to come up with as many processes as they can think of that contribute to the water cycle. Once this task has been assessed pupils will then be given a set of questions which they will need to answer whilst watching a video, once complete their answers can be assessed using the mark scheme provided. Using their answers from their previous tasks pupils will now need to match up the key words to the definition and the final task is for pupils to complete a diagram of the water cycle using the key words and definitions provided in the last task. The plenary task pupils will be given a set of 5 answers, it is up to the pupils to come up with 5 questions which may correspond to these 5 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 definition on biodiversity, pupils are shown a pie chart of the numbers of different groups of organisms that have been identified to date. The first task is for pupils to consider which numbers correspond to which groups of organisms. Once pupils have discussed in pairs or groups the answers will be revealed, pupils can check their work against the answers provided. The next part of the lesson focuses on how and why scientists quantify biodiversity, pupils are firstly asked why it might be important to map out biodiversity - they can discuss in groups before the answer is revealed on the PowerPoint presentation. A map of the world depicting certain biodiversity hotspots is then shown to students and they are asked a couple of question about this map, pupils will be required to answer these questions in their books and then self-assess their work using the answers provided. Pupils are then asked to think > pair > share their ideas on why it is important to maintain biodiversity, in groups pupils may be given an A3 sheet for them to mind map their ideas onto. Once finished each group can feedback their ideas to the class and a larger mind map could be completed on the white board. Some of the key reasons for maintaining biodiversity cant then be detailed on the PowerPoint presentation for students to assess their work. The last task is for pupils to use information posters placed around the room to answer a set of questions, all on the topic of maintaining biodiversity. Once pupils have spent a good amount of time writing their answers down they should sit in their seats and use the mark scheme provided on the PowerPoint presentation to peer-assess their work. The plenary activity is for pupils to draw a feedback grid in their partners books and write down one positive comment, one negative comment and a question to test their knowledge. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first task is for pupils to think > pair > share the factors which may cause a contribution of carbon dioxide into our atmosphere. Pupils can create a mind map in their books and then discuss their ideas as a table and then as a class. The next PowerPoint slide reveals some of the main factors which contribute to an increase in carbon dioxide levels in our atmosphere, pupils can check their work against these answers. For the next task pupils will be required to watch a video about the greenhouse effect and answer questions in their books, this task can be self-assessed using the answers provided once complete. Using this information pupils will then be asked to fill in the blanks on a diagram depicting the greenhouse effect, pupils will be given captions to write into the correct boxes on their worksheet. This can be self-assessed once it has been completed. Next pupils will be given a set of data on the mean world temperature change from 1960 to present day, students will be required to plot the data on a graph, describe the pattern of the graph and explain why the graph may be showing this pattern. The next part of the lesson focuses on global warming, students will firstly be given a set of questions which they will need to answer whilst watching a video. This work can then be self-assessed using the answers provided. For the very last task pupils will be given a card of information each detailing an environmental factor and it’s impact on living organisms. Pupils will need to wander around the room and share information with each other to complete their table of environmental factors. The plenary task is for pupils to identify what the questions might be for a set of answers provided on the PowerPoint presentation. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 Pupils are firstly given some information, in pairs, on how temperature can affect the rate of decay. They are asked to read through the information and complete a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task is for pupils to think > pair > share ideas about how you could stop or delay the decay process with food. Some images are provided on the PowerPoint slide as a prompt to help students, they can also use the information from the first task to help them come up with ideas. Once pupils have been given time to write their ideas down you can discuss as a group and then reveal the 5 main ways in which foods can be preserved. Pupils will then be given a set of information about each of these preservation methods, they need to use this information plus the information from the first task they completed to explain how each of the methods helps to prevent or delay the decay process. Pupils can then self or peer assess their work once complete. For the next task pupils are asked to use information posters places around the room or on their tables to answer a set of questions about decay & recycling. Once pupils have completed these questions they will need to assess their work using the answers provided. The very last task is an exam question that pupils can either complete in silence at the back of their books - higher ability - or perhaps use the work they have completed this lesson if they are lower ability. The plenary task is for students to write three sentences to summarise what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first part of the lesson focuses on outlining the importance of carbon within the living world, where we might find it in our bodies and the world around us. The first task pupils will be asked to complete is a mind map of the processes they think will add or remove carbon dioxide from our atmosphere. Pupils can discuss in pairs and once complete the answers can be revealed for pupils to assess their work. The next task is for pupils to watch a video about greenhouse gases, there are a set of questions pupils will be given which they need to answer whilst watching the video. Once this task is complete pupils can assess their work using the answers provided. The next task is a fill-in-the-blanks task, pupils are given a paragraph about the role of carbohydrates in animals and plants, they need to complete this using the key words provided. Once completed pupils can assess their work using the answers provided. Pupils will then watch a video about the carbon cycle which details the process involved, once the students have watched the video they will be given a worksheet which they need to complete using the captions provided on the PowerPoint slide. Lower ability students may want to complete this as a group & could perhaps complete whilst the video is playing to assist them. Once they have completed the task pupils can self-assess their work using the answers provided. The next task may be better suited to higher ability pupils, a set of cards images and captions are provided per pupil and they need to use this to construct their own carbon cycle in their books. Higher ability pupils may want to test their knowledge and turn to their back page to complete this without looking at their previous work The last task is for pupils to consider the future and how we may be able to implement strategies to help reduce our carbon emissions in order to combat global warming. Pupils are to discuss possible methods/strategies we could use and mind map their ideas in their books. The plenary task is for pupils to turn to the back of their books and write down a description of as many processes which contribute to the carbon cycle as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first part of the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. The next part of the lesson is on catalytic converters, pupils will be given some information about a catalytic converter and a human bingo grid. Pupils will wander around the room and others will ask them questions in order to fill in their bing grid. Once a student has completed their grid they can shout bingo! When everyone has had enough time to complete the grid they will need to self-assess their work using the answers provided. The next task is for pupils to consider alternative fuels as a way of reducing air pollution. Pupils are given sets of information about three alternative fuels, they will then need to fill in a table of the advantages and disadvantages of these fuels. Once completed pupils can check their work against the answers provided, marking and correcting their answers. A mid-lesson progress check requires pupils to identify whether a set of statements are true or false, this can be completed with a mini whiteboard or in their books. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to complete a fill-in-the-blanks task on air pollution, pupils can also self-assess their work 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 :)

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 :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 first task involves pupils discussing the definitions for a set of ecological terms, pupils can write their ideas down in their books and then watching a video to fill in any blanks they were unsure of. Once this has been completed pupils can self-assess their answers using the mark scheme provided. The next task is for pupils to think > pair> share about how animals are interdependent upon each other, they can write down their ideas as a brain storm in their books. Once this has been completed, pupils can self-assess their work using the answers provided. Pupils will then be given some information on stable communities, they will need to read this information in pairs and then try and answer a set of questions. They can then self-assess their work, correcting anything they didn’t get correct using the answers provided. Pupils will now be introduced to the difference between abiotic and biotic factors, the first task is for pupils to watch a video and sort the factors demonstrated in the video into two columns – abiotic vs. biotic. They will then be given a set of descriptions, pupils will firstly need to identify which factor is for a list provided and the second task is for pupils to identify whether this factor is biotic or abiotic. Pupils can complete this on the worksheet provided, once completed students can either self-assess or peer-assess their work, making any corrections if necessary. The plenary task is for pupils to choose two organisms from the pictures on the PowerPoint slide, they will need to describe the difference in habitats between the organisms and compare the abiotic and biotic factors which affect their survival. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 evolutionary trees, pupils will be shown how to interpret evolutionary trees and understand the common ancestry between species of organisms. Pupils will then be shown the difference between convergent and divergent evolution. The next part of the lesson will focus on the work of Woese et al, pupils will watch a video and try to answer questions about Woese and his work, this can be assessed using the answers which can be revealed once the video has been watched. Pupils can then watch a second video, using this video they will then try to complete profile cards for three domains as proposed by Woese – archaea, bacteria and eukaryotes. Pupils can again check their work against the answers provided in the PowerPoint slide. Pupils will then be given some information on Woese and his work, students will need to use this information along with what they have learnt so far in the lesson to complete a newspaper article on his work and infamous discovery. The next part of the lesson looks again at evolutionary trees, pupils are shown how to use an evolutionary tree to compare the relationships between organisms. Pupils will then need to complete an exam-style question on evolutionary trees, which can be self-assessed using the mark scheme provided. The plenary task is for pupils to come up with questions for a set of 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 PowerPoint slide which demonstrates how sunlight falling on plants is the initial source of energy for all living organisms. This moves on to a video which outlines the key terms related to food chains, pupils will be provided with a set of questions which they will need to answer using the video. Once pupils has completed this task pupils they can self-assess their work using the mark scheme provided. Pupils will then be shown an example of a food chain and the PowerPoint slide will reiterate what the video outlined, about what a food chain and the arrow in the food chains demonstrates. Pupils will then need to complete a task where they match key terms to their definitions and examples. This work can assessed once the task is complete. The next part of the lesson will focus on animal populations and dynamics. The first task pupils will be given a set of questions about the impact of various changes on animal populations (i.e. predator numbers, disease). In groups/pairs they will be given a piece of A3 paper and they will need to answer the questions as best they can. Pupils can then check their answers against the answers provided in the PowerPoint presentation. Pupils will then be given a food web and asked a set of questions about how various changes in the numbers of organisms within the food web would impact others, again this work can be self-assessed. The final activity is for pupils to draw a graph to represent data on the numbers of coyote and jack rabbits over the course of twenty years, pupils will then need to answer questions about this data. The plenary task is for pupils to complete a food chain choosing from a set of organisms provided on the PowerPoint slide, as an extra challenge pupils could try and complete their own food webs. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 a think > pair > share task where pupils will need to discuss the definition of ‘competition’. After revealing the definition for competition within the ecology context, pupils will then need to think about the types of resources that plants and animals compete for. They will be given a set of resources, they will need to sort these resources into two columns – those that animals compete for and those that plants compete for. Once this task is complete pupils can self-assess their work using the answers provided on the PowerPoint slide. In the next activity pupils will need to draw a table in their books and they will watch a video on competition in a variety of organisms. Pupils will fill in their table by identifying the organism and then describing how it competes for the resource/s that it needs. Pupils will then be asked to think about why animals and plants may want to avoid competition, pupils can discuss with their partner and write their answers in their books. The answers can be revealed using the PowerPoint slide. Pupils can mark and check their work. The focus of the next part of the lesson is for pupils to consider how plants might avoid competition with other plants, pupils are asked to look at some pictures showing how plants avoid competition and students can discuss in pairs what they think the pictures are demonstrating. The answers to this task can then be revealed and pupils can check their answers, making any corrections where necessary. The final task is an exam-style question on competition, pupils will answer the question in their books and can then self-assess their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, trying to use as many key words from the key word 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 :)