This lesson is designed for the NEW AQA GCSE Trilogy Chemistry GCSE, particularly the ‘Using our Resources’ scheme of work.

This is a lesson which meets specification points within the OCR Gateway Science - B1 -Cell-Level Systems 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway Science) Biology B1 - ‘Cell-level systems’ SoW. For more resources please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on the structure of a light microscope, and how to use it to view a specimen, including different ways in which stains can be used in light microscopy. Students will watch a video, and will need to answer questions in their books, before self-assessing their work. Pupils are then introduced to the idea of ‘resolution’ - the definition for which they need to know so pupils could write this down in their books. The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm. The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions. The plenary is a ‘Silent 5’ task where pupils will need to answer questions based upon what they have learnt during the lesson.

This lesson is designed for the NEW OCR GCSE (Gateway) Biology ‘Cell-level systems’ SoW. For more lessons designed to meet specification points for the NEW GCSE specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils are then introduced to the idea that aerobic respiration is exothermic and look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides. Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson aimed at the new OCR GCSE Gateway Science B1 - ‘Cell-level systems’ SoW. The lesson begins by identifying examples of prokaryotic and eukaryotic cells, pupils can begin to think about the structural differences between these two types of cells. Next, pupils are given a worksheet plus an additional card of information on either the structure or function of a bacteria cell. Pupils will need to walk around the room and trade the information on their card with others to fully complete a labelled diagram of a bacteria cell and descriptions of the functions for each structure. Once completed pupils can peer or self-assess their work using the information within the PowerPoint slide. The next activity requires pupils to apply their knowledge of the structure of bacteria (prokaryotic) cells and compare this to the structure of eukaryotic cells, pupils need to construct a list/table in their books to identify the similarities and differences between these two cells. Pupils can then self-assess their work against the list provided in the PowerPoint slide. The next activity is an assessment activity, pupils will need to complete the past-paper question in their books and again self/peer-assess their work using red pens. The final activity involves a list of ‘True/False’ statements, to gauge the progress of the class this could be completed by students holding up red/amber/green cards to identify whether they think the statement is true or false. All resources are included in the PowerPoint presentation, please review to provide me with feedback :). Thank you.

This lesson is designed for the NEW OCR GCSE (Gateway Science) Biology B1 ‘Cell-level systems’ SoW. This lesson begins with a review of magnification and resolving power, as well as defining the two main advantages of the electron microscope. The following slides offer detailed notes on the parts of the electron microscope and their functions. Students will then fill in a table in their books using information notes which have been posted around the room. A self-assessment slide follows! To consolidate the lesson, students will complete an exam-style question and self-assess to the following slide. The plenary task is a series of answers for students to write the questions for. All resources are 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 which meets specification points within the OCR Gateway Science - B1 -Cell-Level Systems SoW. The lesson begins with a recap on the genetic structures found within an organism, students will need to order the organisms in terms of size. Students can then self-assess their work, using the answers provided. Next, students are taught about the structure of DNA, using detailed diagrams. Children will have a few minutes to study the structure of a DNA nucleotide, it will then be covered up and they will need to try and recreate the diagram, including key words. This task can then be self-assessed. Students will now be shown a video, which outlines the way in which nucleotides are bound together by complimentary base-pairing. Whilst watching the video, students will need to answer a set of questions. The answers to this video are on the next slide, so students can either self-assess or peer-assess their work. The last task is a ‘quick check’ activity, which includes some summary questions on the topic of this lesson. All resources are included, please review with any feedback :)

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 by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to think about the structure of the leaf, and how it is adapted for its function of photosynthesis. Students will watch a video about these various adaptations, and will need to answer a set of questions whilst watching. This task can then be self-assessed using the answers provided in the PowerPoint presentation. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a starter review to remind students of the role of diffusion in glucose absorption, the process of co-transport, and the role of microvilli. Students are then guided through a summary of defence mechanisms, subdividing them as non-specific (physical barriers and phagocytosis) and specific (cell-mediated and humoral responses). Students should keep this in mind before trying to name some of the physical barriers to infection in the human body. Sample answers are on the next slide for self-assessment, and students should consider which of the answers were physical or chemical barriers. The next task is to consider three questions about the human body’s defence mechanisms in the stomach, skin, and trachea. After seven minutes students should self-assess to the answers on the following slide. To defend the body, lymphocytes must be able to distinguish the body’s own cells, students are asked to decide which biological molecules would most likely be used for this and where they are found. The next slide explains the immune system’s identification ability and asks students to consider the medical implications of self-defence responses. The example of organ and tissue donation is explained on the following slide, there are plenty of notes below the slide as well. If physical barriers fail, white blood cells are next, so students are then introduced to phagocytes and lymphocytes over the next few slides. Students will then watch a short video and follow along with their worksheet to fill in boxes and summarise phagocytosis. Answers are on the next slide for self-assessment. The next task is interactive! Students will use information stations around the classroom to complete their table on non-specific immune response. The plenary task is to draft a 140-character tweet demonstrating what they have learned today including #keywords. All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a little challenge for students to calculate the actual size of a specimen and complete three measurement conversions. The first outcome is for students to begin to understand graticules and their use. The following slides define eyepiece graticules and explain how to calibrate the eyepiece properly. Students will also watch a short video before working though example (b). Students will then practice calculating magnification to understand the relationship between the eyepiece graticule scale and the stage micrometer scale. To practise their learning students will complete the Calibrating an Eyepiece Graticule worksheet. The next task is to practise calibrating the eyepiece and measure three onion cells. Students will also be asked to complete a biological drawing of their onion cells, and examples of poor and quality drawings are provided in the slides with more detailed expectations. Students will then consolidate their learning by completing an exam-style question, answers are provided on the following slide for self-assessment. The plenary task is a quick exit card, students should write thee things they’ve learnt, five key words, and on question for their peers about this lesson. All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis. To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information. The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide. The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets. The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage. The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide. The plenary task is to complete a sentence in their book reflecting on their learning throughout the lesson. All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on co-transport and absorption of glucose in the ileum begins with a starter discussion which asks students to compare and contrast transport and diffusion. They are also asked to discuss the importance of transport rather than diffusion in regard to reabsorption in the kidneys. The first task is a microscope activity for students to work in partner pairs and investigate adaptations of the epithelial cells of the ileum. Students will set up their light microscope to examine prepared slides and answer some questions. Answer samples are in the notes below the slides. The following slides define villi and microvilli for students to note in their books. There is a brief explanation of the relationship between increased surface area and space for carrier proteins. Students are then introduced to the role of diffusion in absorption and should take clear notes regarding facilitated diffusion. They should use the diagram on the slide to discuss why glucose concentration differs between epithelial and ileum cells. Relying on diffusion will only result in the concentrations either side of the intestinal epithelium becoming equal. Students should discuss why this is a problem, and how it might be overcome. The next slide is a complete diagram explaining co-transport of amino acids or glucose molecules. Students should take notes in their books because the next task is to complete a cartoon of this process and summarise the main steps. Students are then asked to ‘think > pair > share’ about the co-transport process and decide whether it is a direct or indirect form of active transport. They should use the details on the slide to inform their discussion. The final task is an exam-style question, with a mark scheme on the following slide for students to self-assess and consolidate their learning from this lesson. The plenary task is to either; summarise the lesson in three sentences, or complete definitions for five key-terms from the lesson. All resources are included. 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 AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins by reminding students of the four general things that need to be exchanged between an organism and their environment and the three factors which may affect the rate of diffusion. This discussion leads into the first few slides which explain how an organism like an amoeba gets the substances it needs. A worksheet is included for this lesson for students to complete as they take notes throughout. An amoeba is used as an example of a unicellular organism, which is then compared to insects. The following slides explain the basic form and function of insects, then the process by which they exchange water and O2. Students should take thorough notes on the spiracle, trachea and tracheoles in their books. The slides in this lesson are lecture based and very detailed, students will want to be sure they have a good understanding of the three ways that respiratory gasses move in and out of the tracheal system. The slides explain that gasses move along a diffusion gradient, through mass transport, and as the tracheoles fill with water. A quick check of exam-style questions and mark scheme follows to help students assess their learning. The plenary task is a true or false activity! All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on cell specialisation and organisation begins with a discussion to review specialised cell examples. Students should also describe the difference between smooth and rough endoplasmic reticulum, as well as the role of chloroplasts. To review organelles, students are then given a matching worksheet with descriptions of nine organelles. They can check the names of each with the answers on the slide. This task leads them to a series of organelle images to label and check as well. Students are then tasked with past-paper questions to check their understanding of cell structure. A mark scheme is on the next slide. To begin the discussion of cell specialisation students are tased with a worksheet to try with a partner. The worksheet asks students to consider what information each organelle can tell us. Suggested answers are on the following slides. The lesson should then spark some conversation about the organisation of certain cells, before students work through a few slides of questions about cell organisation in general. After learning the levels of cell organisation students are led through a few examples to decide for themselves which level each example fits in. To synthesise their learning, students will work through a ‘cut & stick’ task to create a table of each cell type and its characteristics. A completed table is on the following slide so students may self-asses. The plenary for this lesson is to write three sentences in their book summarising what they’ve learned! All resources are included. 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 AS-level Biology course, particularly the ‘Biological Molecules’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a review discussion of ATP as an energy source and its role in plant cells. The next few slides are lecture-style and designed to teach students the properties of water as a biological molecule. The notes underneath the slides also offer some answers to the discussion questions on the slides. Students are then given a four question ‘quick check’ to demonstrate their understanding so far. They should answer in their books and self-assess or check a partner’s work with the answers on the following slide. Then students will each be given a reason why water is important; the two reasons can be found as descriptions at the end of the slideshow. Students should teach a partner with the opposite reason, then make notes in table form in their books before moving to the next slide which is a quick explanation of inorganic ions. As a summary test, students are given two questions, the first of which includes a few sub-questions. Students should answer independently in their books then self-assess with the answers on the following slide. This is a good opportunity to answer any other questions! The plenary task is to explain what they have learned through three facts, three key words, and a question to test their peers on. All resources are included. 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 AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human gas exchange system begins with a review of gas exchange in plant leaves and insects, and the adaptations each have made in order to reduce water loss. The first task is to fill in the blanks in a paragraph describing gas exchange in mammals, particularly humans. Answers are on the following slide for self-assessment. Students are then introduced, slide by slide, to the features of human’s gas exchange system including the nasal cavity, trachea, bronchus, bronchioles and alveoli. Each slide has a diagram, description of the feature, and explanation of its role in gas exchange. The next task is to list the features of the efficient gas-exchange system in humans, at the epithelium of the alveoli. The adaptations of the alveoli are then expanded upon over the next few slides. Students will use the included worksheet to describe the on the ways which surface area, a permeable barrier, a thin barrier and maintenance of diffusion gradient make for efficient gas exchange. The plenary for this lesson is an anagram challenge! Students can uptake an extra challenge and define each unscrambled word as well. All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a starter discussion to review materials from the ‘biological molecules’ module. Students are then asked to begin thinking about types of cell by having a ‘think > pair > share’ discussion to define eukaryotic cells and their features. They can compare their answers to the diagram on the next slide which outlines of the main features of eukaryotic cells. The first task of this lesson is for students to fill in their worksheet using information cards about each organelle. Students should synthesise the information, not just copy it into their worksheet. The worksheet and information cards are available at the end of the slideshow. Using their mini whiteboards students are then guided to identify some photomicrographs from scanning and transmission electron microscopes. They should identify if the photomicrograph was taken by a scanning or transmission electron microscope, and bonus points if they can name the organelle! Students are then given another worksheet task to fill in the blanks and can self-assess using the following slide. The plenary task is to write a tweet about what they’ve learned! All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on diffusion begins with a starter discussion to remind students of the functions of the proteins in the cell membrane and the ‘fluid-mosaic’ model. Students will then ‘think > pair > share’ to discuss what sorts of substances cells import/export across the cell membrane. They should also examine why the cells import/export these substances. Answers are on the slide for self-assessment. Diffusion is then laid out in two diagrams to explain the passive nature of diffusion. Students should use these diagrams to inform the next ‘think>pair>share’ and discuss with a partner what factors might affect the rate of diffusion. Students are then introduced to facilitated diffusion, and the proteins required. They should take detailed notes on the features and functions of channel proteins and carrier proteins. Another form of facilitated diffusion is then introduced, in which the carrier protein picks up molecules of a matching shape, rather than changing its own shape. To quick check student understanding, they are asked three questions to answer in their books regarding the two forms of facilitated diffusion in comparison to simple diffusion, answers are provided on the next slide for self-assessment. Students will then complete an exam-style question, as always, a marking scheme is available for self-assessment. The plenary is a WhatsApp message task for students to draft a message to a friend, telling them what they’ve learned this lesson. All resources are included. 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 AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson in exchange systems begins by asking students to think of example of exchange systems and the substances which would need to be exchanged. The next slide demonstrates the differences in exchange process for single and multicellular organisms. Notes are available under the slide for discussion. Using the pictures on the slides, students will then identify some examples of substances that need to be interchanged between a living organism and its environment. Those images are then ordered specifically on the next slide to demonstrate SA and body size. If multicellular organisms relied on diffusion, they would die, so they have evolved in other ways! Students should identify these evolved features in their next task. They will fill a table out to explain how each feature functions to help organisms exchange the substances they need. They should be able to identify why multicellular organisms need specialised exchange surfaces or systems. The next slides explain Fick’s Law and define important terms before asking students to calculate the surface area of cells. Answers for self-assessment are on the following slide. Students will then complete lab task CP8 to engage with the effect of SA:V ratio on the rate of diffusion. Materials and method are explained on the slides. Exam-style summary questions are included to consolidate the lab task with lecture notes, and answers for self-assessment are on the following slide. As a plenary, students will spend 60 seconds speaking with the person next to them about what they learned from the lesson over all. All resources are included. 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 ‘Forces in Action’ 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 to moments, using a spanner. Students are then introduced to the calculation - moment = force x distance from the pivot. Students are then shown a worked example using the calculation, before being presented with a problem to solve themselves. Next, students are shown a diagram of a man pushing down on one side of a see saw, at the other side is a bag of money. This diagram is labeled to show the effort force, pivot and load. Students are then given a worksheet on levers, students will need to identify the effort force, pivot and load in each of the diagrams and also match the key words to the correct definition. This work can be self-assessed using the mark scheme provided once it is complete. The last two tasks are assessment tasks, firstly students will copy and complete the paragraph, using the key words provided, to summarise what they have learned this lesson. This can then be self-assessed using the mark scheme provided. Lastly, students are presented with a set of moment problems, using the calculation they learned at the beginning of the lesson students will need to work through these calculations. The mark scheme for this task is also included so students can self-assess or peer-assess their work. Lastly, students will be shown a diagram of apparatus which can be used to investigate the turning effect of a force. Students are asked some questions about this investigation, they will then need to complete a ‘Quick Check’ task which will assess students knowledge of what they have learned this lesson. This task can then be self-assessed using the mark scheme provided. The plenary task requires students to copy and complete a sentence starter 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 The plenary task requires students to write a Whatsapp message 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 :)