This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with two images, both of ecosystems, students are then asked to discuss their ideas of what the definition of an ecosystem could be. The answer is then revealed so students can check their answers and correct if necessary. Students are now given a list of key words, whilst watching a video on ecology students should try to write a definition for each of these key words. This task can be self-assessed using the mark scheme provided once complete. Next, students are shown images of three different species of woodpecker - Green Woodpecker, Greater Spotted Woodpecker and the Lesser Spotted Woodpecker. Students can each be given a woodpecker name, they then need to come up with a survival strategy - how will they survive in the same habitat as each other? The ideas from the classroom can be noted down on the board for everyone to see. The PowerPoint can then reveal that each of the woodpeckers feeds in a different part of the woodland ecosystem. This leads into the definition of an ecological niche - as a particular place or role that an organism has within the ecosystem. The next activity requires students to watch a video on ecological niches of organisms living in a watering hole ecosystem, students will need to note down the niches they observe whilst watching the video. This task can then be marked and corrected using the answers provided on the PowerPoint once it is complete. The final activity requires students to complete a paragraph by filling in the blanks, in order to summarise what was learned this lesson. The mark scheme for this task is included so students can self-assess their work. The plenary activity requires students to complete one of the sentence starters included 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 is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘B1.3 Reproduction’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains eight pages of information, to meet learning objectives within the Year 7 ‘Reproduction’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Adolescence Reproductive Systems Fertilisation and Implantation Development of a Fetus The Menstrual Cycle Flower & Pollination Fertilisation & Germination Seed Dispersal Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.2 Organisation’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains twelve pages of information, to meet all learning objectives within the GCSE Biology ‘Organisation’ unit of work. This is followed by seven pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Stem Cells Tissues & organs The human digestive system Human digestive enzymes The blood Blood vessels The heart Helping the heart Breathing & gas exchange Plants tissues & organs Transport in plants Evaporation & transpiration Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.4 Bioenergetics’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Bioenergetics’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Photosynthesis Structure of plants - Adapated to photosynthesis Rate of photosynthesis Products of photosynthesis Making the most of Photosynthesis Aerobic respiration Anaerobic respiration Response to exercise Metabolism & the liver Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.3 Infection & Response’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Infection & Response’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Heath & Wellness Pathogens & Disease Preventing Infections Defence Mechanisms Antibiotics & Painkillers Vaccination Bacterial Diseases Viral Disease Fungal & Protist Diseases Cancer Antibiotic Resistance Drug Trials Smoking Alcohol Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.6 Inheritance, variation & evolution’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Inheritance, variation & evolution’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Types of Reproduction Meiosis Gene Expression & Inheritance DNA Structure & Protein Synthesis Inherited Disorders Genetic Screening Variation Continuous & Discontinuous Variation Selective Breeding Genetic Engineering Ethics of Gene Technologies Evolution by Natural Selection Evidence for Evolution: Fossils Extinction Evolution of Antibiotic Resistant Bacteria Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA 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 brief introduction to the three main polysaccharides that students need to know about at A-level Biology level - starch, glycogen and cellulose. Students will then complete a ‘Prior Knowledge’ quiz so you can gain an understanding of their depth of knowledge around this topic area, this task can be self-assessed using the mark scheme once complete. I would also probably collect in the quizzes, so I can ascertain the level different students are working at. Students will now divide into 6 groups, each group will study either starch, glycogen or cellulose. Students will be given an information poster on either of these polysaccharides, and will need to answer a set of questions (provided on the PowerPoint slide). Once complete, students will then share their answers with a group which studied a different polysaccharide, and will need to complete a summary table to assess the similarities and differences between all three. This task can be self-assessed using the mark scheme provided. Lastly, students will need to learn the test for starch - the steps as well as the colours shown for a negative/positive result. They can take notes on this test in their books. The plenary task requires students to write a twitter message to demonstrate 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! To begin this lesson on the methods of studying cells, students will review previous lessons by discussing the nature of water and the reasons water is important to living organisms. Students should also discuss the properties of ATP and the importance of those properties. Students will then learn some of the basics of different microscopes. The slides then explain magnification and resolving power. To prepare students to calculate total magnification, the students will work through a review slide on units of measurement then practise some unit conversions on their mini whiteboards! The next few slides define total magnification and explain how to make sense of the actual size of a specimen. The previous exercise on unit conversion will be helpful here! A final example is shown before students are given a task with two magnification questions to complete in their books. They can self-access to the following slide. Students can then complete an included worksheet on magnification calculation, answers are available on the next slide for self or partner-assessment. The attached Magnification Questions sheet also includes worked answers. To explain cell fractionation students will watch a quick video then answer a few questions. The stages of cell fractionation are then set out in detail on the following slides, extra thoughts can be found in the notes below the slides. Students can then complete a grid activity to demonstrate each stage in their books. The plenary task is to create quiz questions to test their peers on the methods of studying cells. 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 an introduction to lipids, including a description of the structure of lipids as well as the importance and roles of lipids in the human body. Students are then introduced (or reminded if taking A-level Chemistry) of the full displayed chemical formula and shorthand formula of a fatty acid, the example given is butanoic acid. Students are now shown the displayed chemical formula of glycerol next to the fatty acid formula, and are asked to use their mino whiteboards to show how a condensation reaction could occur between the two molecules. Once students have had a go, the answers are revealed and students can note down the chemical structure of the triglyceride molecule which results. Students are now shown the difference between a saturated and unsaturated fatty acid, the next activity involves students reading information posters about saturated fats, unsaturated fats, cholesterol and phospholipids. They will need to use these information posters to complete a worksheet. Lastly, students will be shown the foot test for lipids and then be given a set of exam questions on this topic. This will then be self-assessed using the mark scheme provided. The plenary question requires students to describe the difference between saturated and unsaturated fats. 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 an introduction to proteins, the importance of such molecules in the human body as well as the general structural formula of an amino acid. Students are then shown the structural formula of two amino acids - glycine and alanine - and are asked to used their mini whiteboards to show how a condensation reaction could occur between the two molecules to form a peptide bond. There work can then be checked against the answer provided on the PowerPoint. Over the course of the next few slides, you can run through the main principles of the formation of a protein from the primary -> secondary -> tertiary -> quaternary structure. As students listen to the main principles, they can write these down onto their ‘Protein Summary Sheet’ - provided. Students will then be given a worksheet which shows an image/description of a protein as one of the four levels of protein formation, students have to identify which level it is at (primary, secondary, tertiary, quaternary). Once complete, students can self-assess their work using the answers provided on the PowerPoint. Students will now be introduced to the Biuret test for proteins, which they will need to be able to recite as well as give details of a positve/negative result. The last activity is a past-paper question to test students knowledge of what has been learned this lesson, which can be self-assessed using the mark scheme provided. The plenary requires students to write a twitter message to outline what they have learned this lesson, 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by identifying the purpose of mitosis - growth and repair. Pupils will then be given a double-sided worksheet, the first side corresponds to the first 5 mins 51 seconds of the video included in the PowerPoint slide. Pupils will need to watch the video and answer the questions on the sheet, they are in order but for lower ability classes you may want to stop the video and guide pupils through the work. Self-assess this work using the answers provided in the PowerPoint before moving on with the video. The next part of the video guides pupils through what happens during Mitosis - Prophase, Metaphase, Anaphase, Telophase. Pupils have diagrams of the the processes on the back of their worksheet, they will need to use the video to name the stages and describe what is happening. Self-assess work using the answers that are provided in the PowerPoint. The next activity, pupils are given real images of a cell going through mitosis and descriptions of the stages, they need to cut and stick the stages and the pictures in the correct order to complete a flow diagram. Pupils peer or self-assess their work using red/green pens. Past-paper question provided as an extra activity for higher-ability pupils - pupils answer the question in their books and peer-assess using the mark scheme Resources are included in the PowerPoint, thank you for looking :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be. In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution. Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it’s description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided. Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description. The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided. The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology ‘Scaling up’ scheme of work. The lesson begins by introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. Next, pupils will be given a place mat worksheet which has questions about each of the four components of the blood. Each student will then be given a slip of information about these four components, the students will need to share information to complete their place mat. Once complete, the answers which will be provided on the PowerPoint slide can be used for pupils to either self-assess or peer-assess their work. Pupils will now look at how red blood cells transport of oxygen around the body, once this has been explained using diagrams on the PowerPoint slide pupils will then need to arrange sentences into an order to show how this process occurs. Once completed pupils will self-assess their work using the answers provided. The next activity is a True or False activity about what the students have learnt so far, this could be extended by asking students to re-writing the incorrect sentences so that they make sense. The final activity is a past-paper question on the components of blood, which pupils can then peer or self-assess.

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. All resources are included at the end of the presentation. Thanks for looking :)

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

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

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

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