This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘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 The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures. Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants. The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint. Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work. The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them. The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge! Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task. All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!

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 :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 Module on ‘Particles & Their Behaviour’. 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 an introduction to particles, describing the differences between materials which are made up of just one type of particle - a substance - and those that are made up of different particles - a mixture. Students are also introduced to the idea of properties of a substance as a description of the way in which a substance looks like and behaves. Students will then carry out a ‘Copy and Complete’ task where they will fill in the blanks to outline what they have learned about particles so far this lesson. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. Students are now introduced to the three states of matter - solid, liquid and gas. Students will firstly watch a video, using which they will need answer a set of questions about the arrangement of particles in a solid, liquid and a gas. The answers to this task are included in the PowerPoint for students to self-assess their work once it is complete. Next, students will draw a summary table into their books and will be given a card sort, students will need to sort the statements into the correct part of their table to describe the properties of solids/liquids/gases. The mark scheme for this task is included on the PowerPoint presentation, it can be used for pupils to self-assess their work. Lastly, students are given another set of statements describing the properties of solids/liquids/gases. Students need to draw a Venn diagram into their books and will need to sort the statements into the Venn diagram, this task can be marked and corrected once complete. The plenary task requires students to unscramble a set of anagrams, each anagram is a key word learned from 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 a ‘Think > Pair > Share’ activity which requires students to consider the definition for the term ‘evolution’. After students have had some time to talk about this, their ideas can be shared with the class and the answer can be revealed for students to check and correct their work. This leads into an introduction to the fossil record as means of evidence for evolution, students will then need watch a video on the formation of fossils - during which they will answer a set of questions. Students can now mark and assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘Natural Selection’, they will be told the mechanism by which this works by using the example of girraffes with longer and shorter necks. Students will now be asked to complete a cartoon strip to summarise this process, once this task has been completed students will be able to mark and assess their work using the answers provided in the PowerPoint presentation. The last part of the lesson students will be shown a video on examples of natural selection in action. Whilst watching this video, students will need to answer a set of questions, once this has been completed students can self-assess their work using the answers 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 C2 1.1 unit on ‘The Periodic Table’ 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 an introduction to the Periodic Table, students will be shown a diagram of the Periodic Table and will be asked to identify whether they think certain elements are metals or non-metals, or even semi-metals (metalloids). This task can the be checked and assessed against the answers provided on the PowerPoint. Next, students will be given part of a table of information on the properties of metals compared to non-metals. They will need to walk around the room and trade information with others in order to successfully complete their own table. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now shown a diagram of an iron roof and a copper roof and how this can change over time, students are asked to think about what is happening in these picture & try to identify the chemical reaction. After a short class discussion, the answers to the questions will then be revealed. Students will then be told that non-metals react in a similar way with oxygen, they will then be shown 4 incomplete word equations for the reaction of different non-metals with oxygen. Students will need to complete this equation, this task can the self-assessed using the mark scheme provided. The last activity is a true or false activity, students will need to identify whether the statements about metals/non-metals are true or false. This task can the be marked using the mark scheme provided. The plenary task is an exit card, students will need to write down three key words, one fact and a question 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 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 an introduction to enzymes and a starter discussion to review the structure of amino acids and the quaternary structure of proteins. Students will then watch a short video and work independently to answer review questions from the video. The following slide offers brief answers to these questions so that students may self-assess. The lesson then progresses through a series of lecture style slides explaining enzyme involvement in chemical reactions, the structure of enzymes, and the two models of enzyme action. Following these slides, students have an opportunity to work in pairs to teach each other the two enzyme action models. The information for each student in their pairs is provided as the last slide in the lesson. Students should take notes on both models in their books and are encouraged to sketch a ‘cartoon strip’ style diagram as an extra challenge. Students are then asked to practise two exam style questions, worth 7 marks and 2 marks respectively. The slide following these questions offers a marking scheme so students may self-assess. After a short discussion on these two questions, students are tasked with a third exam question on enzyme action. This exam style question is attached as an additional resource for students to fill in the blank spaces as a worksheet which requires students to define important terms related to enzyme action. As a plenary task to complete the lesson and check understanding, students are asked to complete one of four sentences in their books. 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 resource is designed to meet specification points in the new AQA Trilogy Biology ‘Cells’ SoW. For more resources 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 with pupils shown a picture of an amoeba and one of a polar bear, they will need to discuss the difference between the organisms in terms of how they take in oxygen from their environment. Once you have shared a few ideas from the pupils with the class you can show the pupils the difference between the two organisms - amoeba can rely on simple diffusion whereas larger multicellular organisms need specialised exchange surfaces. Pupils are then shown three examples of exchange surfaces - alveoli, small intestine and leaves of plants - they will need to think about how these structures might be adapted to exchange materials efficiently. You could have a short class discussion to develop these ideas. Once you have again discussed these factors with the class you can reveal the next slide which outlines the 4 main features of an efficient gas exchange surface. Pupils will then be given a worksheet and they will need to move around the room reading posters of information about villi and alveoli to complete the worksheet. This should take approximately 20 minutes, once finished pupils can peer-assess their work using the answers provided with the PowerPoint presentation. The plenary is an Exit Card pupils will complete and pass to you on the way out of the door, this requires pupils to write down 3 key words, one fact and a question to test their peers knowledge of what they have learnt about in the lesson today.

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 This lesson begins with an introduction to force diagrams, students are given some information about how arrows can show the direction and size of forces acting upon an object. Students will then need to add force arrows to a diagram of a brick falling, this task can then be checked against the answer provided. Students are now shown a ‘Tug of war’ diagram, students are asked to ‘Think > Pair > Share’ their ideas about which side would win and why. After a short class discussion, students are now introduced to the idea of balanced and unbalanced forces, using ‘tug of war’ images as examples. Students are then given some information outlining how the motion of an object is affected by balanced/unbalanced forces acting upon it. Students will now complete a forces circuit to consider the type and size of forces acting upon different objects in the circus, students will need to identify the type/size of the forces and decide whether they are balanced or unbalanced. This task can be self-assessed once it is complete. Students will now be introduced to the definition of resultant forces, and will be shown some examples of how to calculate resultant force using ‘tug of war’ examples again. Students will now complete a couple of tasks to assess their knowledge of what they have learned so far on resultant forces, both tasks can be self-assessed using the mark scheme provided in the PowerPoint presentation. Lastly, students are shown how to draw ‘Free-body Force Diagrams’, an example is given before students are asked to draw their own onces using the two scenarios provided. The work can be marked and corrected using the mark scheme provided. 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 :)

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 The lesson begins by looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. 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 question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them what they have learned 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 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 The lesson begins with an introduction to the reasons why a patient might be suffering with kidney damage and introduced to the treatments pupils will be learning about this lesson: dialysis and kidney transplants. For the next part of the lesson pupils will then need to get into four groups, two groups will read information on the treatment of dialysis and two will read information on kidney transplants. Using this information pupils will answer questions in their book and once a group has finished with one of the treatments, they should swap with another groups and answer questions about the other treatment. This task should take 40 minutes in total, once finished pupils should self-assess their work using the answers provided on the PowerPoint presentation. The last activity is for pupils to answer an exam-style question on the function of the kidneys and treatment for patients with kidney disease, once completed pupils can mark their work using the mark scheme provided. The plenary task is a 3-2-1 task, pupils write down 3 facts, 2 key words and 1 question to test peers knowledge of the topic of 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 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 activity whereby students are asked to sit quietly for a few minutes and think about what is happening to their bodies when they breathe in and out. Hopefully students recognise that their chest rises up as muscles contract and relax. This then leads to a video, students should watch the video and whilst watching they will need to complete a fill-in-the-blank task which summarises what is happening inside the lungs during inhalation and exahalation. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will be given a cartoon strip demonstrating the stages of both inhalation and exhalation, with some information missing. Higher ability students will be given a cartoon strip where they need to create captions for each diagram, lower/middle ability students will be required to fill in the blanks for each caption. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Next, the bell jar model is introduced which demonstrates what happens to the lungs during inhalation and exhalation. The teacher can conduct a demonstration using the bell jar model, students will need to come up with an explanation for what is happening when the teacher either pulls down on the rubber sheet or pushed upwards on the rubber sheet. Students can check their responses to this task using the answers included in the PowerPoint presentation. The last slide shows students the practical apparatus that can be used to measure total lung volume in the lab, students can have a go at using this apparatus if there is time at the end of the lesson. The plenary is a word search activity, students will need to find a list of words which are related to the breathing and gas exchange lessons. 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 The lesson begins with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list of key words 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 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 starts by pupils watching a video about the organs and hormones involved in the menstrual cycle, during which time they will need to answer questions on their worksheet. This work can then be red-pen assessed once they have finished. Pupils are then shown a set of diagrams which goes through the steps involved in the menstrual cycle, using the diagrams pupils are asked to discuss in pairs what they think is happening. After a short class discussion pupils will be given the series of diagrams and a set of jumbled statements, they will need to match the statements to the correct diagram to accurately describe what is happening in the menstrual cycle. **For higher ability pupils you may want to just give them a set of key words for them to write their own statements below the diagrams**. To summarise the role of each of the hormones in the menstrual cycle the next activity is a table and a set of key words, pupils need to fill in the blanks using the key words to correctly describe the role of each hormone. This can be assessed using the answers provided in the PowerPoint presentation. The next activity is a true or false activity on what pupils have learnt about this lesson, the plenary activity is a past-paper question on the hormone levels during pregnancy. The mark scheme for both these activities is provided for pupils to red-pen their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with students completing a think > pair > share on the types of environments in which organisms live around the world. After a short discussion with the class about the sorts of environments they are aware of, you can move the PowerPoint slide on to identify the types of biomes present on Earth. The next activity is a copy and complete activity on survival and reproduction as a recap, after pupils have completed this task they can self-assess their work using the answers provided. Next pupils will be introduced to adaptations, pupils will then watch a video on adaptations and answer questions using the information provided. Once they have completed this task they can mark their work using the answers provided. Pupils will now read information posters around the room (resources provided at the end of the lesson) and will use this to complete adaptation profile cards for animals and plants from arctic and desert conditions. The next part of the lesson will focus on extremophiles, pupils will read an article on extremophiles and will read through and underline the descriptions of particular extremophile adaptations. Once this work has been self-assessed pupils will move on to an exam-style question on adaptations, once this task has been completed pupils can either self-assess or peer-assess their work. The plenary task is for pupils to write three quiz questions on the topic of 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 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 to the safety features of a plug which ensures that a person does not get electrocuted, this includes details of the role of the earth wire and the purpose of double insulation. Students will now be given some information about plugs, wall sockets and cables, using which they will need to answer a set of questions. Students can then use the mark scheme provided to self-assess or peer-assess their work. Students will then look at why cables with different thicknesses are used for different purposes, students will complete notes on this topic by completing a fill-in-the-blank task. The mark scheme is included in the PowerPoint presentation so students can either self or peer assess their work. The next part of the lesson focuses on fuses, students will watch a video about fuses and using the information provided in the video students will answer a set of questions. Once this task is complete students can check their work against the mark scheme provided. Lastly, students will be given a past-paper question to complete, higher ability students could close their books and try to complete the question without their notes. The mark scheme for this task is included in the PowerPoint presentation for students to check their work. The plenary task will require pupils to write a set of three quiz questions aimed at testing students 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 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 students introduced to the idea of concentration in terms of no. of particles per cm3. Students will then need to ‘Think > Pair > Share’ their ideas of how an increase in concentration may affect the rate of a reaction. Students can use their ideas from this first task to make a prediction for the investigation into the rate of reaction between sodium thiosulphate and different concentrations of HCl. Students will need to conduct this investigation using the practical sheet provided, record their results, plot a graph of their results and complete a conclusion. Students can assess their explanation of the results they collected using the answer provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of pressure on the rate of a reaction. Students will firstly be introduced to the idea of an increasing pressure leading to an increase in the number of particles per cm3, using this information and the diagrams provided pupils can ‘Think > Pair > Share’ their ideas about how an increase in pressure would affect the rate of a reaction. Their answer to this question can self-assessed using the answers provided. Next, students need to work through a set of levelled questions on the effect of pressure on the rate of a reaction. This work can be self-assessed using the answers provided on the PowerPoint. The last task is for pupils to plot a set of results onto graph paper, using these data they can calculate the initial rate of reactions for two concentrations of HCl. Students can assess their work using the mark scheme provided on the PowerPoint. The plenary task is for pupils to write down three quiz questions (and the answers!) to test their peers knowledge of what they have learned 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. 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 images of people who are obese, underweight or have a vitamin deficiency (e.g. rickets). Students are asked to ‘Think > Pair > Share’ their ideas about whether these people are malnourished or not? Students should have a few minutes to discuss their ideas, before sharing the class. The PowerPoint then moves on to identify that each of the individuals are malnourished, as they are either taking on too much/too little nutrients. Students are now asked to consider how people might lose weight, students can create a mind map in their books. Once students have had a chance to discuss their ideas with the class, some ideas can be revealed so students can mark and correct their own work. This then follows into a ‘copy and complete’ task, where students should complete a set of sentences to summarise what they learned so far this lesson. This work can also be self-assessed using the mark scheme available. Students should now complete the mid-lesson progress check, which is a ‘true or false’ activity. Students are given a set of statements, they should indicate using mini whiteboards/write down their answers in their books, the answers can then be revealed for students to check their answers. Next, students are given a task which allows them to work out how much fat they are eating each week. Students can consider a list of statements, identify how many apply to them and add them up to give a rating out of 5, the higher the rating the more unhealthy their diet is. Lastly, students are asked to write a letter to a person who is overweight/obese to give them some information about the health problems which are associated with being overweight and explain some methods which they could employ to help them to lose weight. The plenary task is an anagram challenge, students are given a set of anagrams which are words associated with 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 :)