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 is lesson is designed to meet specification points for the new AQA Trilogy Biology specification, specifically the 'Cells' SoW. Please find more resources for the NEW Trilogy GCSE Biology, Physics and Chemistry specifications in my shop: https://www.tes.com/teaching-resources/shop/SWiftScience 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.

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 NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier 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 This lesson begins with a recap of normal body temperature and what happens if the temperature falls above or below this temperature. Pupils will also be introduced to the role of the thermoregulatory centre and thermoregulatory receptors in monitoring body temperature. Pupils are then asked to discuss and produce a list of mechanisms that helps the body to cool down on a hot day. This leads onto describe the role of sweating and vasodilation in cooling the body down. Pupils are then asked to consider what they think might happen if the body becomes too cold and again produce a list of mechanisms which might help warm it up. Using the PowerPoint slides the mechanisms of shivering and vasoconstriction will be demonstrated to pupils. Using this information pupils will need to copy and complete a flow diagram to demonstrate the role of thermoregulatory centre in controlling body temperature, this can be self-assessed once it has been completed. Pupils will now copy and label a diagram of the skin to show the position of sweat glands, hair, hair muscle and blood vessels, this can be marked once it has been completed. The next activity is for pupils to sort statements into two columns - one describing what happens when the body is too hot and one for when the body is too cold. Once completed the mark scheme can be used by pupils to self or peer-assess their work. The final activity is a 6-mark exam-style question on this topic, pupils should try and complete this in silence and at the back of their books to really test their knowledge of this topic. Once complete the mark scheme can be used for pupils to mark their own work. The plenary task is for pupils to pick a summary question of their choice from the two provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ 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 by students discussing what they think the waste products of the body are, they can write down their ideas into their books as a mind map. As an extension pupils can consider which processes within the body actually release these waste products. The lesson then moves on to identify carbon dioxide and urea as the two major waste products of the body, pupils will then be given a levelled worksheet which they can complete by using information posters either placed around the room or placed on their desks. After pupils have completed this worksheet, they can self or peer assess their work using the mark scheme provided. The next task is an exam-style question on the work the pupils have just completed, higher ability pupils can challenge themselves by completing these questions in the back of their books and not looking at their notes. Once finished pupils can mark their work using the mark scheme provided in the PowerPoint slide. The plenary task is an anagram challenge, pupils will need to unscramble 6 words to reveal 6 key words used within 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 Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 ‘Think > Pair > Share’ task whereby students need to consider what it means for a reaction to be in ‘equilibrium’ . After a class discussion, the definition of a reversible reaction (in a closed system) to be at equilibrium is revealed to the class, which they can note down in their books. This is further explained using a set of diagrams to depict what happens to the concentration of reactants and products during the course of a reversible reaction. Students can sketch a graph into their book to show how the equilibrium of a reversible reaction is reached. The next task focuses on ‘Le Chatelier’s Principle’, students are firstly introduced to the idea that the equilibrium of a reversible reaction can be altered by changing the conditions of that reaction, i.e. an increase in temperature. Students will then be shown a set of demonstrations (video links included) for each they will need to note down their observations, identify the conditions which are changing and match the correct reaction to the correct word equation. Pupils will complete a worksheet for this task, which will be assessed using the mark scheme provided. For the next part of the lesson, students will watch a video on the effect of pressure on equilibrium and answer a set of questions. These questions can be self-assessed using the answers provided on the PowerPoint. Students will now ‘Think > Pair > Share’ the effect of an increase in temperature on the equilibrium of a reversible reaction, the answer is then revealed to pupils using an example. Pupils will now complete a ‘Quick Check’ task where they will be required to answer a set of questions about the reversible reactions and the effect of altering conditions on dynamic equilibrium. Pupils can self-assess their work using the answers provided on the PowerPoint. Finally, students will need to complete a summary sheet on the effect of pressure and temperature on the equilibrium of a reversible reactions, students can self assess their work using the answers provided. The plenary task requires pupils to write down three sentences to summarise what they have learnt in today’s 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 to meet specification points for the NEW AQA Trilogy ‘organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA 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 what an enzyme is, what it looks like and it’s role in the body. Pupils will then watch a video and will need to answer questions (provided) whilst watching the video, they can self-assess their work using the answers provided. Next pupils are shown a diagram of an enzyme’s lock & key mechanism in action, they will need to draw their own diagram of this process and include labels to show what is happening. Next, pupils are introduced to the factors that can affect the rate of enzyme action. They are given a set of data on how temperature affects the rate of reaction. Pupils will need to plot this data onto a graph, they are then given a set of labels which they will need to match to certain points on their graph to describe what is happening. In the next task pupils will need to complete sentences to explain the data that the graph is displaying, pupils can self-assess their work using the answers provided. The very last task requires pupils to look at the effect of pH on the rate of enzyme action, pupils will need to think about the pH needed for enzymes in the stomach to work. They can discuss this question or come up with an answer themselves. The plenary task is a fill-in-the-blank task for pupils to complete in their books, this can be self-assessed using the answers provided. Any questions please let me know by leaving a comment, and any feedback is much appreciated :)!

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ 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 task whereby pupils need to use their phones/laptops to research the dates in which different metals were discovered. They should complete the table in their books and then write a sentence to summarise the relationship between the date in which the metal was discovered and it’s reactivity. The first part of the lesson now focuses on extraction of copper from copper-rich ores, two methods are firstly introduced - smelting and extraction using sulfuric acid. Pupils will then be given a set of information on these processes and will need to answer a set of questions, once complete pupils can self-assess their work using the answers provided. The next part of the lesson will require pupils to undertake a practical investigation whereby they will extract copper from an ore called malachite, an ore which contains copper carbonate. Students will need to follow the instructions provided and will then need to note down their observations of the electrode at which the copper will collect. A summary and explanation of the results will then be provided via the PowerPoint presentation for pupils to check their work. Lastly, pupils will watch a video about low-grade copper ores and the processes of phytomining and bioleaching for the extraction of copper from such ores. Pupils will need to answer a set of questions whilst watching this video, this work can be self-assessed using the mark scheme provided. The plenary task is for pupils to write a list of key words from what they have learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk and any feedback would be appreciated :)

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

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an outline of the sorts of stimuli that plants response to - light, moisture & gravity - pupils are asked to think > pair > share why they think that it is important that plants respond to these stimuli. Pupils are then introduced to the term ‘tropism’ and are shown the sort of tropisms plants undergo due to light and gravity. Pupils will then watch a video on this topic and will need to answer questions whilst watching, this work can then be self-assessed once they have finished the video. Pupils will then be provided with posters of information which outlines the role of auxins during phototropism and gravitropism, using this information pupils will need to complete tasks on their worksheet. Once this task has been completed pupils can either self or peer-assess their work using the mark scheme provided. The final activity is an exam-style question which pupils should complete in silence and as an extra challenge they could try and complete it in the back of their books, not using any notes from the lesson. The work can then be self-assessed using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt 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 resource aimed at the NEW GCSE Physics specification on ‘Energy’. Other lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by considering objects with elastic potential energy stores. The calculation for the elastic potential energy store of an object is introduced and pupils can have a go at rearranging it themselves. **If lower ability - you can go through this on the board** Pupils then copy and complete the table which leads them through the different stages to this calculation, they can then self-assess their work using a red pen. The next two slides are questions pupils can complete to work out the elastic potential energy stores of various objects, these questions can be self-assessed. The final activity is a past-paper question task (worksheet provided at the end of the PowerPoint) whereby pupils complete the questions, pass to their peers and peers will mark the work using the mark scheme provided on the PowerPoint. Peers should provide a positive comment, negative comment and something to improve. All resources for this lesson are included at the end of the PowerPoint presentation. Thanks & enjoy :)

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

This lesson is designed for the NEW AQA Trilogy 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 Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on what they have learned during 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 students recapping on the factors which may affect the distribution of organisms within an environment. Once pupils have discussed their ideas of abiotic and biotic factors which may affect organisms within their habitat they will need to assess their work using the answers provided. The lesson will then focus on sampling techniques, firstly outlining what a quadrat is and how it is used when sampling an environment. The importance of random sampling is stressed & pupils will need to come up with some ideas as to how random samples could be obtained. Once their ideas have been assessed pupils can then move onto a worksheet which demonstrates how random sampling is conducted and explains how to work out the range, mean, median & mode of a data set. Transect sampling is now introduced, pupils will watch a video and answer a set of questions watching the video. Once this task is complete pupils can answer the question using the answers provided on the PowerPoint presentation. The final task is for pupils to perform their own sampling investigation, a worksheet is provided detailing the equipment needed, a method, a species identification key & a results table. Pupils can work in groups of 3 - 5 and use an area close to school such as the sports field / any large grassy area to complete their investigation. Once this is complete pupils can use their data set to find the range, mean, median & mode for each species. The plenary task is for pupils to write down three facts, three key words and a question based on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ 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 quick recap from the previous lesson on the cause and control of diabetes, pupils will need to copy and complete sentences in their books, which can then be self-assessed. Next pupils are given detailed posters of information on the treatments available to patients with type 1 and type 2 diabetes. Pupils will need to read through these posters in pairs/on a table and answer the questions on the PowerPoint slide. Once finished, pupils can self-assess their work using the answers provided. Pupils will now focus on the advantages and disadvantages of different medical cures for type 1 diabetes. In pairs they will be given a set of cards informing them of new advances in treatments available to patients with type 1 diabetes and they will need to create a summary table to weight up the pro’s and con’s of each treatment. The final activity is an exam question on what pupils have learnt so far that lesson, this is accompanied with a mark scheme which pupils can use to mark their work. The plenary activity is an anagram challenge, pupils need to unscramble the letters to spell a 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 lesson is designed for the NEW AQA Combined Science:Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction into how farmers and commercial plant growers maximise their yield and therefore their profit. The main activity of the lesson involved pupils answering a variety of questions using information posters which can be positioned around the room or on desks, if you do not want pupils to move around. This activity is likely to take 25 minutes at least, once finished pupils can sit back in their seats and self or peer assess their work using the mark scheme provided. The next activity should take around 15 minutes, it is an exam-style question involving plotting data and then analysis of this data. Pupils can complete and again self or peer assess their work. The plenary activity is a 3-2-1 task, 3 facts, 2 key words and 1 question about the lesson today to test your peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know via the comments section and any feedback would be appreciated :)