This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction into how to draw electrical circuit diagrams, a diagram is shown and students need to identify the correct components using the labels provided. The next part of the lesson focuses on the roles of different electrical components, students will each be given a different piece of information about a component. They can then walk around the room, sharing information with each other in order to complete a table on the components and their roles. This work can then be self-assessed once students have completed it. The next task will assess students understanding of these components in a ‘Quick Check - Who am I ?’ task. Pupils will need to identify the component from the description given, they can write their answers in their books and then check their work against the answers when they are revealed. Pupils will the be reminded of the rules on how to draw a circuit diagram, before being given a list of descriptions of different circuits. Students need to draw the circuits that are being described, the answers to this task can then be revealed using the mark scheme in the PowerPoint presentation. The last part of the lesson will require pupils to construct electrical circuits using electrical equipment, three diagrams of electrical circuits are provided to students, they need to use these to construct their own circuits. The plenary task requires pupils to complete a word search, once the words have been found they should write a definition of each of them All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW, specifically designed for higher tier ‘chemistry only’ students. 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 video on atom economy, pupils will answer a set of questions whilst watching the video which can be assessed using the answers provided. Pupils will then be taken through a worked example, step-by-step, to show how you are able to calculate atom economy once you know the desired product of a given reaction. Pupils will then need to use this worked example to come up with their own step-by-step checklist of tasks which need to be completed to work out the atom economy of a reaction. This can be checked against a list provided on the following PowerPoint slide. Pupils will then be given a list of questions on atom economy, they will need to show their working for each of the problems. Once the task has been completed pupils can check their work against the answers provided on the PowerPoint presentation. The next task is an exam-style question on atom economy, pupils should complete this in their books (and on their own, in silence for those higher ability classes), once complete this can be assessed against the mark scheme. The last task is for pupils to come up with five exam questions on atom economy, including a mark scheme for each question. The plenary task is for pupils to complete one of the example sentences, e.g. ‘I have understood this…’, ‘I still don’t understand…’. 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 Chemistry GCSE, particularly the ‘Structure & Bonding’ 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 differences between elements, compound and mixture, pupils complete a task and self-assess their work. Pupils are then introduced to the idea of covalent bonding and ionic bonding as two forms of bonding and are reminded how to draw the electronic configuration of an atom, including a reminder of the rules around filling energy shells. Pupils will now watch a video on the formation of ions, whilst watching the video pupils will answer a set of questions and when finished pupils can assess their work using the answers provided in the PowerPoint. Next, pupils will be shown how to draw diagrams to demonstrate the formation of positive and negative ions, they can draw examples in their books for future reference. To assess their knowledge of this topic pupils will complete a set of questions including drawing a diagram to demonstrate the formation of an ionic bond between lithium and fluorine, this can then be self or peer assessed using the answers provided. The last task is for pupils to use their periodic table to draw the electronic structure of the ions formed from a potassium, oxygen, magnesium and calcium atom. This work will then be assessed using the answers provided. The plenary involves pupils picking a task, wither write a twitter message about what they have learnt or write a set of quiz questions to test peers on what they have learnt in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

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 Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with 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. The last task is for partners 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 plenary activity requires students to complete a 3-3-1 reduction - 3 facts, 3 key words and then reduce this to 1 key word from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.4 Space’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Space’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: The night sky The Solar System The Earth The Moon Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a recap on the differences between contact and non-contact forces. Students are given a list of forces and a variety of pictures, they need to match the correct name of the force with the correct picture and decide whether this is a contact or non-contact force. This task can self-assessed using the mark scheme provided. Students are now introduced to the concept of a ‘reaction force’, with examples of a ball hitting the floor and a person walking along the ground. Students are shown a particle diagram to demonstrate what is happening. Next, students are introduced to the idea of an elastic cord or spring being affected by ‘extension’ and ‘tension’ forces. To assess students knowledge of what they have learned so far they will complete a progress check, a set of questions which students can answer in their books. This task can then be self-assessed using the mark scheme provided. The last part of the lesson will look at Hooke’s law, students will conduct an investigation where they will investigate Hooke’s law. This practical involves students adding 1 Newton weights to a hanger which is attached to an elastic band. Every time a new weight is added, the distance between two marked point on the elastic band is measured. Students should carry out the investigation, record their results in a the table and then plot a graph of their results. Hopefully, students will draw a linear graph and be able to identify what Hooke’s law is from their results. Students can check their work against the results provided in the PowerPoint. Finally, students are asked to complete a ‘Sentence Link-Up’ task, this is a literacy task which requires students to link three words in a summary sentence. This work can be self-assessed once it is complete using the answers provided on the PowerPoint. The plenary requires students to write three quiz questions to test their knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.3 Light’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Light’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Light Reflection Refraction The eye of the camera Colour Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 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 begins with a recap on the differences between elements, compounds and mixtures. Students will be given a set of diagrams and will need to decide which is which, they could write their answers down in their books or use mini white boards and complete as a class. The answers can then be revealed using the mark scheme provided and students can check their answers. Students are then given an explanation of what happens to substances during a chemical reaction, atoms rearrange and new bonds form new substances with different properties. The example of iron sulphide is used, a demonstration could also be carried out to show that iron (in a mixture of iron and sulphur) is magnetic before it is heated. Once iron and sulphur are heated to form iron sulphide, the magnetic properties are now lost. Students are now shown the basis of a word equation and the difference between reactants and products. They will then be given two word equations and will need to determine which are the reactants and which are the products, the answers will then be revealed. They will then be given four more reactions, students will need to identify the reactants and products of these reactions. Students can then self-assess their work using the mark scheme provided. Students will now try writing their own word equations using a description provided, students will need to complete a worksheet of these tasks. The answers to these questions are included in the PowerPoint for students to self-assess their work. Lastly, students will complete an investigation to observe what happens during three chemical reactions. Students will be given the practical worksheet, they can complete the investigation as a group and note down their observations from the reactions. Once the investigation is complete, students will then need to match the reactants from the reactions they carried out with the correct products. This work can then be marked and corrected using the answers provided. The plenary task requires students to write a twitter message summarising what they have learned today, students should #keywords! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap activity, students will need to sort a list of forces into two categories: contact and non-contact forces. This task can the be self-assessed using the mark scheme provided. Next, students will recap on the non-contact forces that they have already learned about: gravitational forces, magnetic forces & electrostatic forces. Students will the be asked ‘What is a Force Field’ - they will then need to ‘Think > Pair > Share’ their ideas. After a short class discussion, the answer can be revealed to students and they could take notes on this in their books. Students will carry out an investigation which helps them to visualise the force field which surrounds a magnet. Students will place small compasses at pin-point positions surrounding a bar magnet. They will need to draw an arrow to represent the direction that each compass is facing, lines can be drawn between each position which will show the overall force field of the bar magnet. This task can be self-assessed using the mark scheme provided on the PowerPoint. Next, students are told the difference between weight and mass, they are also given the calculation for the weight of an object when you are given the gravitational field strength of the planet the object is found on, plus the mass of the object. Using this calculation students will then need to complete a set of questions on weight & mass, once complete students can self-assess their work using the mark scheme provided. The last task is a ‘Progress Check’ task, whereby students will copy and compete the paragraph of information to summarise what they have learned this lesson. The plenary task requires students to write a twitter message to sum up what the students have learned in the lesson, they will need to try to #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. 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 definition of the term ‘element’, giving gold as an example. Students are then asked to name as many elements as they can in pairs, and then feed back to the class. This work can be marked using the answers, and other examples, provided on the PowerPoint. Students will now watch a video on atoms and elements, whilst watching the video students will answer a set of questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Next, students are introduced to the definition of an ‘atom’, students are provided with a particle diagram to help depict the definition. Next, students are introduced to the Periodic Table, students can stick their own Periodic Table into their books Next, they will use the Periodic Table to complete a worksheet, once this task has been completed the work can be self-assessed using the mark scheme provided. The last task is a ‘progress’ check, students will copy and complete a set of questions in their books, this work can be marked and corrected using the mark scheme provided. The plenary activity 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 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 is a lesson which meets specification points within the AQA Biology Trilogy - Cells SoW. The lesson begins by pupils using posters around the room to complete a levelled worksheet on the structure and function of animal and plant cells. Pupils will then peer-assess their work, providing feedback of the grade each pupil achieved and ways to improve their work. Pupils will then complete a 'revision' task in the back of their books, they will need to stick in a sheet and match the structure to the function. Pupils can self-assess their work. The final task, an assessment task, involves pupils answering a past-paper questions. They should try and do this with their book closed to test their knowledge of what they have learnt this lesson. Pupil can then either peer-assess or self-assess their work. All resources are included, please review with any feedback :)

This lesson is designed to meet specification points for the new AQA GCSE Trilogy Biology ‘Cells’ SoW. For more resources designed to meet specification points for the new AQA GCSE Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the levels of organisation found within multicellular organisms. Students are then asked to sort the following into the correct order, according to size: cell, organ system, tissue and organ. Students are then shown the definitions for each of the following: cells, tissues and organs before being asked to complete a mind map of organ systems they alread know of. After spending a few minutes on this task, some of the example answers can be revealed for pupils to mark their work. Students are now given a list of organs and are asked to pick the organs which belong to the digestive system, respiratory system and water transport system of plants. Once this task has been completed, students can self-assess their work using the mark scheme provided. The next activity requires students to match the correct organ system name to the correct role of that organ system and then pupils need to complete a fill-in-the-blank task, the answers to both these tasks are included in the PowerPoint for students to self-assess their work. Lastly, students are given a card sort containing organs/cells/tissues - students will need to match the correct cell to the correct tissue and then organ, this can be stuck into a table in their books. This work can then be self-assessed using the mark scheme provided. Students will finally complete a ‘Team Poster Challenge’ to end the lesson. The plenary requires to spend one 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 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap of the key terms learned over the last few lessons on the topics of the skeleton and joints, students need to match the structure to the correct function. This work can then be self-assessed using the answers provided. Next, students will need to discuss the body muscle groups they already know of with their partner and then create a mind map of their ideas in their books. Students can then check their work against the answers revealed on the PowerPoint. The next activity requires students to correctly label the diagram of the human body with the muscle groups and then identify the function of each muscle group from a list provided. The mark scheme for this task is included for students to mark and correct their work. The next part of the lesson focuses on the antagonistic pairs of muscle. Students are shown a diagram of how biceps and triceps work together to either move the forearm upwards to downwards. After viewing the diagram and the explanation, students are asked to complete a fill-in-the-blank task to summarise this process. Their answers can be self-assessed using the PowerPoint presentation. Lastly, students will complete a progress check in their books - this is a set of questions based upon what they have learned this lesson. This task can be self or peer assessed using the mark scheme provided. The plenary task requires students to write three quiz questions 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 1.3 unit on Adaptation & Inheritance. 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 variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking 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 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 C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap on what students should have learned in the last three lessons, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided once it is complete. Students will then be provided with a poster depicting the rock cycle and a set of statements, they will need to match the numbered stages on the poster to the correct statements. The mark scheme for this task is included in the PowerPoint so students can self-assess or peer-assess their work once it is complete. The next activity requires students to copy and complete a paragraph of information, using the key words which are provided. Once students have finished this task they can mark and correct it, using the mark scheme provided. Lastly, a true or false activity - students will stand up if they believe the statement is true and stay sat down if they believe it to be false. The answers to this task are revealed as you work your way through the activity. The plenary activity requires students to write a tweet demonstrating what they have learned 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 :)