This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution ’ 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 inherited disorders, particularly the two examples students will need to learn about - polydactyly and cystic fibrosis. Pupils will then be given information on either of these two disorders and will be asked to complete a fact file on the one they have been given using a set of criteria provided. Once they have completed one of the fact files they will need to pair up with someone who did the other fact file to share information. Pupils will then be given further information about the inheritance of these disorders and whether it is controlled by a dominant or recessive allele. Pupils will need to draw genetic diagrams for each of the disorders given a set of example parent genotypes, and work out the probability of the offspring inheriting the condition. The next part of the lesson focuses on embryo screening, firstly pupils are introduced to the two ways in which embryos can be screened for genetic conditions - amniocentesis & chorionic villus sampling. The next task pupils will need to think > pair > share ways in which these two methods which be controversial, identifying the positive and negative effects on the baby and family. For the final activity pupils will be given a set of opinion cards in groups, they will need to read the viewpoints, discuss as a group and write a short summary paragraph on their opinion of genetic screening in embryos. The plenary task is for pupils to write three summary sentences of what they have learnt this lesson using as many key words from the list 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 The lesson starts with an introduction to accommodation, in pairs pupils will be given either information on how the eye focuses on distant objects or on nearby objects. Pupils will have to teach each other about the information they have and complete the questions listed on the PowerPoint slide. Once this task is completed it can be assessed using the mark scheme provided. The next part of the lesson focuses on common defects of the eye, specifically myopia and hyperopia. Pupils will need to use posters of information placed around the room/on their table to complete a fact file on both of these conditions which includes a description of the disease and of the treatments available. Pupils will now consider some of the ways in which these common eye defects can be overcome, pupils will be given a card sort in pairs describing different technologies in treating these conditions. Pupils will need to read these cards and produce a table which sums up the advantages and disadvantages of these treatments. The last activity is an exam-style question which pupils can complete in silence, once finished they can use the mark scheme to self-assess their work. The plenary task is an anagram challenge, pupils should unscramble the words to identify key words they have learnt on the topic of the eye. 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 Pupils will firstly be introduced to two further hormones in addition to auxin: gibberellins and ethene. The first task is for pupils to watch a video on the role of auxins and gibberellins in plant growth and development. Pupils will answer questions whilst watching the video and then self-assess their work using the mark scheme provided. Once pupils understand how gibberellins and auxins work they are asked to think > pair > share how these two hormones might be utilised by farmers/gardeners to help increase yield. Pupils can come up with a mind map in their books of their ideas. The next activity is another video, this one is on the uses of hormones in horticulture and agriculture. Pupils are asked to answer questions whilst watching the video, this work can again be self-assessed using the mark scheme provided. Pupils will then be given an information sheet on plant hormones, outlining further roles of auxin and gibberellins and also the role of ethene. Pupils will need to answer questions using this information. The final activity is a true/false task on the topics of plant hormones. The plenary task is for pupils to write a text message to their friends outlining what they have learnt 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 ‘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 pupils being given a card sort of organisms, they will need to look at the pictures and try and decide how they would sort these organisms into groups, in other words how would they classify the organisms. Pupils will then be introduced to Linnaeus’ classification system and how this now influences the way we classify organisms, as well as explaining how modern technology can help us to group organisms. Pupils will then watch a video on classification, they will asked to think about, and write notes, on why classification is such an important process that scientists use. Now pupils are being introduced to the order of the classification system, pupils will be shown the order and then pupils will need to come up with their own mnemonic to help them remember this order. Pupils will then be introduced to the binomial naming system and the importance of this system, which they should be able to recount. The next activity involves pupils walking around the room, reading posters and they will need to use this information to complete a worksheet answering questions about the different kingdoms of the classification system. Once this is complete pupils can self or peer assess their work using the answers provided within the PowerPoint presentation Pupils will then complete an exam-style question on the topic of classification. This can then be self-assessed using the mark scheme provided. The plenary is for pupils to complete an exit card to demonstrate what they have learnt during the lesson, this can be handed in at the end of the lesson to the teacher to check student understanding. 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 The lesson starts by recapping on the role of negative feedback systems in homoeostasis, pupils will need to complete a flow diagram to demonstrate how a negative feedback system works. This can be completed in their books and marked using the answers provided. The next part of the lesson focuses on thyroxine and adrenaline, pupils are reminded of the roles of each of these hormones and they will then be given some extra information (provided) using which they will need to answers some questions on the topic. Detailed answers are provided for these questions so that pupils can check their work by either peer or self-assessment. The next activity is a ‘who am I?’ task, pupils will have covered a range of hormones by this point and will now be given a set of descriptions about different hormones, they can discuss with their partners and try to identify the names of each of them. Once completed this work can be assessed. The final task is an exam question about hormones, with the mark scheme provided. The plenary task is for pupils to write a text message to a friend describing what they have learnt in the lesson today! 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 a definition on biodiversity, pupils are shown a pie chart of the numbers of different groups of organisms that have been identified to date. The first task is for pupils to consider which numbers correspond to which groups of organisms. Once pupils have discussed in pairs or groups the answers will be revealed, pupils can check their work against the answers provided. The next part of the lesson focuses on how and why scientists quantify biodiversity, pupils are firstly asked why it might be important to map out biodiversity - they can discuss in groups before the answer is revealed on the PowerPoint presentation. A map of the world depicting certain biodiversity hotspots is then shown to students and they are asked a couple of question about this map, pupils will be required to answer these questions in their books and then self-assess their work using the answers provided. Pupils are then asked to think > pair > share their ideas on why it is important to maintain biodiversity, in groups pupils may be given an A3 sheet for them to mind map their ideas onto. Once finished each group can feedback their ideas to the class and a larger mind map could be completed on the white board. Some of the key reasons for maintaining biodiversity cant then be detailed on the PowerPoint presentation for students to assess their work. The last task is for pupils to use information posters placed around the room to answer a set of questions, all on the topic of maintaining biodiversity. Once pupils have spent a good amount of time writing their answers down they should sit in their seats and use the mark scheme provided on the PowerPoint presentation to peer-assess their work. The plenary activity is for pupils to draw a feedback grid in their partners books and write down one positive comment, one negative comment and a question to test their knowledge. 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 'Inheritance, variation and evolution' 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 task begins with pupils being asked to think > pair > share the specific characteristics that farmers might find favourable in cows, crops, chicken and sheep. The next activity involves pupils watching a video on selective breeding and how this process works, pupils will need to answer questions as they watch the video. The work can be assessed when they finish using the mark scheme provided. Pupils will now understand the process of selective breeding, the next task requires pupils to choose two dogs from a selection of dog breeds (pictures provided) to breed together in order to produce offspring with the traits the student would like. They can sketch a flow diagram to demonstrate how thus process occurs. The next activity is a worksheet on chicken breeds, once students have completed they can use the mark scheme to self or peer assess their work. The final activity focuses on the problems with selective breeding, pupils are provided with some information which could be tag-read as a class. This can then be used to answer some quick-check questions. Once the questions are complete this work can be self-assessed using the answers provided. The plenary task is for pupils to use a list of key words to write a summary sentence about what they have learnt 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 ‘Ecology’ SoW. The first part of this lesson will focus on a recap of some of the details learnt during the decay lesson, pupils are given a set of four multiple choice questions which they should answer in their books and then self-assess. The first task introduces recycling of materials in the ecosystem, pupils will need to read through a paragraph of information as a class. The slide will then be changed and pupils will need to try to recreate the paragraph as best as they can using the key words provided. Once completed the slide can be changed back to the initial paragraph for pupils to check and correct their work. The next part of the lesson is for pupils to look at the difference between a decomposers and detritivores, students will be given information in pairs and will need to teach each other about the organism card they have in their hands. Students will then try to write a description of each of the organisms in their books. The next part of the lesson focuses on the water cycle, firstly students will need to come up with as many processes as they can think of that contribute to the water cycle. Once this task has been assessed pupils will then be given a set of questions which they will need to answer whilst watching a video, once complete their answers can be assessed using the mark scheme provided. Using their answers from their previous tasks pupils will now need to match up the key words to the definition and the final task is for pupils to complete a diagram of the water cycle using the key words and definitions provided in the last task. The plenary task pupils will be given a set of 5 answers, it is up to the pupils to come up with 5 questions which may correspond to these 5 answers. 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 ‘Inheritance, variation and evolution’ 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 given some pictures of a range of people that look differently to one another, students will need to think > pair > share what the differences are between these people and the reasons why they look different to each other. Pupils will then be introduced to the difference between examples of inherited and environmental characteristics. Firstly pupils will focus on inherited characteristics, the students will need to complete a mind map in their books of the traits they have inherited from their parents (or from grandparents). As an extra challenge pupils can consider why they do not look identical to either parent. The next task will focus on environmental characteristics, pupils will need to draw a table in their books and they will need to sort examples of environmental factors with the type of environmental variation they cause into the table correctly. This work can be self-assessed once it is is complete using the answers provided. For the next activity pupils will be given a card sort of different examples of variation, e.g. height, freckles, eye colour, tattoos. Pupils will need to sort these cards into a Venn diagram in their books - just inherited variation, just environmental variation or potentially caused by both. This work can be self-assessed once it is complete. The next part of the lesson focuses on types of data - continuous or discontinuous. Pupils are firstly shown the difference between the two and then they will need to complete a worksheet to assess their understanding on this. Once completed the worksheet can be self or peer assessed. The final task is for pupils to get into teams (or be sorted by the teacher into teams) and they work their way around the room filling in information about themselves for different types of traits (e.g. handedness, foot length, whether they can roll their tongue). Pupils will assigned one trait each and will need to produce a graph of the class results. This will test their understanding of continuous vs. discontinuous data and how this should be represented in a graph format. The plenary task is for pupils to consider a world where there was no variation and discuss the advantages and disadvantages of this world, trying to use some of the 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 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 homework activity is designed for the 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. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a review discussion of antibodies. Students should describe the structure and function of antibodies in addition to the roles of plasma and memory cells. Students are then introduced to the function of vaccines a simulation of immune response through a descriptive graph. They should take notes of the following slides which define immunity, both passive and active. The two forms of immunity are also described as a flowchart, students will use this chart to help them complete the first task of the lesson! Answers are available on the following slide for self-assessment. The second task is to copy and complete a table to summarise active and passive immunity. The next slides introduce the three main types of vaccines, students should take good notes before answering an exam style question. Answers are available on the following slide for self-assessment. Students will then think>pair>share to discuss the features of a successful vaccination program. They should consider side effects, administration, production, and herd immunity. Herd immunity is then defined and used to explain historical examples of population-wide vaccinations. Students will use these slides to inform the next task, in which they’ll be asked to consider why a vaccine may fail to eliminate a disease. They will be given a short reason and asked to describe why this reason impacts immunity. Answers for self-assessment are available on the following slide. The plenary task for this lesson is to create a keywords list from the lesson overall. 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 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 task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson designed to meet specification points for the new Biology Trilogy 'Bioenergetics' scheme of work. The lesson begins by focusing on the location of the main organs in the plant, students are then asked to match the name of the organs to their function. Once this work is self-assessed pupils will watch a video which will outline some of the adaptations a plant has that enables it to carry out photosynthesis. Pupils are then introduced to the major tissues in the leaf of a plant and are given some information on the location, structure and function of these tissues. Using this information pupils are required to complete a worksheet labelling a cross-section of a leaf. Once finished, pupils can use the mark scheme within the PowerPoint presentation to check their work. Students are then asked to consider why plants and the process of photosynthesis is so important. They are reminded of the fact that plants are needed to harness sunlight energy and synthesise organic molecules like glucose which not provides energy to the plant but to all organisms further up the food chain. The final activity is a past-paper question worksheet that pupils should complete in silence, once finished they can either self-assess or peer-assess using the mark scheme provided. The plenary is for students to summarise what they have learnt in the lesson by writing 3 facts, 2 key words and posing 1 question to their peers. All resources are found at the end of the PowerPoint presentation. Thank you for purchasing :)

This lesson is designed for the NEW AQA 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 of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils are then introduced to the idea that aerobic respiration is exothermic and look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides. Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 Pupils will firstly be introduced to guard cells and stomata and how they are able t control the loss of water from the plant, diagrams of guard cells turgid and flaccid will help with this description. Pupils will then be given a set of questions which they will complete using a video, once completed pupils can then assess their work using the answers provided. The next slide shows the process of transpiration, pupils are shown a diagram and then descriptions of each stage in the transpiration process are shown stage by stage. You may need lower ability pupils to copy the stages up off the board in note form first. For higher ability pupils after you have gone through it a couple of times you can move the slide forward and pupils will need to write a description of the process of transpiration using the list of key words and diagram as a cue. After this has been completed pupils will then focus on the factors affecting the rate of transpiration, pupils will each be given a slip of information about a factor and how it affects the loss of water from the plant. Pupils will need to swap information with those around them to complete their table. If pupils do not quite finish this task they can assess their work using the completed table provided in the PowerPoint. The last activity is for pupils to complete exam questions on the topic of the lesson. Pupils will be given 6 minutes as it is worth 6 marks, they should try and complete the question in silence at the back of their books if possible. The plenary task is for pupils to write down 6 key words from the lesson. All resources are included in the PowerPoint slides, please let me know if you have any questions in the comments section and leave feedback if you download and use :) thanks!

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Bioenergetics’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Bioenergetics’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)