This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Firstly, students asked to think about a question that oil companies face - what to do with longer chain hydrocarbons which are in less demand than smaller chain hydrcarbons? Pupils can share their ideas in pairs, then as a class, before being introduced to the process of cracking. Next, as a recap of the structure of alkanes pupils will need to use ‘Molymod’ kits to make the first four alkanes in the homologous series, they will also need to complete a table to identify the structural & displayed formulae for each. This work can be self-assessed using the mark scheme provided. Now pupils are introduced to the process and products of cracking, students will then be given a set of hydrocarbons which are being ‘cracked’ with one of the products identified, they will need to identify the other product and also determine if it would be an alkane or an alkene. Once complete, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the structure and properties of alkenes, students will firstly be given a set of facts about alkenes which they can take notes from. Next, students will watch a video about alkenes, they will be provided with a set of questions that they need to answer using this video. This work can be self-assessed using the answers provided. Using what they have learned in this video, the teacher will conduct a demonstration which tests four unknown substances with bromine water - pupils will need to record their results in a table and determine whether the unknown substances are alkenes or alkanes. Pupils will lastly complete a ‘Quick Check’ task, this is a set of questions which will summarise what pupils have learned during the lesson. They will be able to peer or self-assess their work using the answers provided. The plenary task is for pupils to sum up what they have learned this lesson in three sentences, using the list of key words provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘C1.4 Acids & Akalis’ 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 ‘Acids & Alkalis’ 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: Acids & Alkalis Indicators and pH Neutralisation Making Salts Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.3 Infection & Response’ 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 nine pages of information, to meet all learning objectives within the GCSE Biology ‘Infection & Response’ unit of work. This is followed by five 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: Heath & Wellness Pathogens & Disease Preventing Infections Defence Mechanisms Antibiotics & Painkillers Vaccination Bacterial Diseases Viral Disease Fungal & Protist Diseases Cancer Antibiotic Resistance Drug Trials Smoking Alcohol Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘B2.3 Adaptation & Inheritance’ 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 eight pages of information, to meet learning objectives within the Year 8 ‘Adaptation & Inheritance’ 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: Competition & Adaptation Adapting to change Variation Continuous and discontinuous variation Inheritance Natural Selection Extinction Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘C2.3 The Earth’ 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 8 'The Earth 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 Earth & its early atmosphere Sedimentary rocks Igneous & metamorphic rocks The Rock Cycle The Carbon cycle Climate change Recycling Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on what was learnt last lesson, pupils will answer questions whilst watching a video about atoms, elements and chemical symbols. Next, pupils will be introduced to compound naming rules based upon the elements within that compound, pupils will then use these rules to complete a worksheet. Once finished the worksheet can be self-assessed using the answers provided. The next part of the lesson focuses on equations, pupils are firstly introduced to the idea of reactants and products of a chemical reaction. Given a worked example students look at how to write a word equation, once they have practise this they can complete their own word equations. This work can be self-assessed using the answers provided in the PowerPoint presentation. The final activity is an exam-style question, pupils should complete this on their own in silence and be given 7 minutes as it is 7 marks. Once finished they can self or peer-assess their work. The plenary activity is for students to write a twitter message about what they have learnt that lesson. The plenary task is a set of questions about what students have learnt that lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

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 students being asked to ‘Think > Pair > Share’ their ideas about the factors which may be contributing to an increase of carbon dioxide in our atmosphere. Once students have had a chance to discuss their ideas about this, they can feed their ideas back to the class, their answers can then be self-assessed using the answers provided. Students will now watch a video about the greenhouse effect, whilst watching this video they will answer a set of questions. Once this task has been completed, they can self-assess their work using the mark scheme provided. Students will now copy and complete the diagram depicting the greenhouse effect by choosing the correct statements to fill in the boxes. Students are then able to peer-assess their work once complete, using the mark scheme provided. Students will now each be given a card of information which describes one of the effects of global warming on the environment, they will need to walk around the room to share information with each other in order to complete the summary table. Lastly, students will be given a set of key word groups and will need to link all three words to form a summary sentence 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly be given some data on the rise in global temperature over the last 150 years, they will firstly need to plot this data on a graph and then will need to answer a set of questions. Pupils will then focus on the different ways in which global climate change will affect the environment, each pupils will be given a different card of information and they will need to walk around the room and share with each other to complete the table of effects. The next part of the lesson will look at reducing greenhouse gas emissions, firstly students will watch a video which focuses on carbon dioxide emission reduction. Pupils will need to answer some questions whilst watching the video which can then be self-assessed using the mark scheme provided. After this, pupils will told ways in which methane emissions can be reduced. Pupils will now complete a ‘Think > Pair > Share’ task whereby they discuss what ‘Carbon footprint’ might mean and will try to come up with a definition, the actual definition is then revealed and pupils can mark their work, making corrections where needed. Pupils are now asked to come up with a mind map listing all the ways in which their actions contribute to their annual carbon footprint, once they have created a list they need to come up with an action plan of how to tackle this and reduce their overall carbon footprint. This task can be self or peer assessed using the mark scheme provided. The final part of the lesson is an outline of problems faced when trying to reduce your carbon footprint, pupils need to understand these issues. The plenary task gives pupils a list of answers, for each answer pupils need to come up with the question that would lead to that answer. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by identifying the purpose of mitosis - growth and repair. Pupils will then be given a double-sided worksheet, the first side corresponds to the first 5 mins 51 seconds of the video included in the PowerPoint slide. Pupils will need to watch the video and answer the questions on the sheet, they are in order but for lower ability classes you may want to stop the video and guide pupils through the work. Self-assess this work using the answers provided in the PowerPoint before moving on with the video. The next part of the video guides pupils through what happens during Mitosis - Prophase, Metaphase, Anaphase, Telophase. Pupils have diagrams of the the processes on the back of their worksheet, they will need to use the video to name the stages and describe what is happening. Self-assess work using the answers that are provided in the PowerPoint. The next activity, pupils are given real images of a cell going through mitosis and descriptions of the stages, they need to cut and stick the stages and the pictures in the correct order to complete a flow diagram. Pupils peer or self-assess their work using red/green pens. Past-paper question provided as an extra activity for higher-ability pupils - pupils answer the question in their books and peer-assess using the mark scheme Resources are included in the PowerPoint, thank you for looking :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins by identifying the differences between osmosis, diffusion and active transport. Pupils will then watch a video and answer questions about the process of active transport whilst watching. Once finished pupils can self-assess their work using the answers provided. Pupils will then sort statements about the three types of movement - diffusion, osmosis, active transport - into three columns, pupils will then self-assess their work. The next part of the lesson focuses on the importance of active transport to living organisms, pupils will be introduced to two examples - mineral ion uptake in plants and absorption of glucose in humans. Pupils will then need to answer questions on this topic. The plenary is a exam-style question on active transport, pupils can again self-assess their work using the mark scheme provided. All resources are included in the PowerPoint :)

This resource contains 24 whole lessons, along with all additional resources, which meet all learning outcomes within the following Year 8 Biology Units: C2.1 The Periodic Table C2.2 Separation Techniques C2.3 Metals & Acids C2.4 The Earth This big bundle contains 8-10 weeks worth of lesson content!! 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. You can find more lesson bundles aimed at the KS3 and KS4 Science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Ecology’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, 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 or 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 against their target grades, a full explanation of how I do this is included. 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 designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work. The lesson begins with a recap from the last lesson, children are shown images of pieces of equipment which could be used to measure the rate of photosynthesis. Students can discuss, and write down in their books, a simple method using the equipment pictured. They can then self-assess their answers using the answer provided on the PowerPoint. Children will now be given a worksheet which describes an experiment carried out to test the effect of carbon dioxide concentrations on the rate of photosynthesis. Students will need to plot a graph to represent the results, and then answer questions about this data. Lastly, students will be introduced to the idea of the inverse square law - when you double the distance from a light source, the light intensity falls by a factor of four. Students will then need to use this to answer some questions in their books. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to refraction, students are provided with a description of this process along with a digram to help demonstrate the idea. Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin. Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation. A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided. Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete. The plenary task is for students to wrist a list of key words from the lessons they have covered on light. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource which contains all of the learning outcomes for the new AQA Biology 'Cells' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology 'Bioenergetics' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Infection & Response’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Infection & Response’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Homeostasis’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Homeostasis’ for pupils to reflect on areas of revision which are most important. It can also be used again after the test to see whether students have progressed in their understanding of the topic

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Inheritance, variation & evolution’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Inheritance, variation & evolution’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Ecology’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Ecology’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic