This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P4 ’Space’. 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 video on the Solar System, students will watch this and whilst watching should answer a set of questions. Once students have completed this task, they can self-assess their work using the mark scheme provided. In the next activity, information stations will be placed around the classroom so that students can gather information and use to this to complete a worksheet. They can talk to each other to complete this task, once it is complete the work can be self-assessed using the mark scheme provided. This task also includes a research project, so if students have completed the work they can use tablets/computer/laptops/phones to complete research on the Cassinni Space Probe. The last task requires students to complete a crossword on the Solar System, using what they will have learned over the last couple of lessons. The plenary task requires students to summarise what they have learned this lesson in three sentences, a list of key words is provided for pupils to use in their sentences. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson which meets specification points within the AQA Biology Trilogy - Cells SoW. The lesson begins by pupils using posters around the room to complete a levelled worksheet on the structure and function of animal and plant cells. Pupils will then peer-assess their work, providing feedback of the grade each pupil achieved and ways to improve their work. Pupils will then complete a 'revision' task in the back of their books, they will need to stick in a sheet and match the structure to the function. Pupils can self-assess their work. The final task, an assessment task, involves pupils answering a past-paper questions. They should try and do this with their book closed to test their knowledge of what they have learnt this lesson. Pupil can then either peer-assess or self-assess their work. All resources are included, please review with any feedback :)

This is lesson is designed to meet specification points for the new AQA Trilogy Biology specification, specifically the 'Cells' SoW. Please find more resources for the NEW Trilogy GCSE Biology, Physics and Chemistry specifications in my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by identifying the differences between osmosis, diffusion and active transport. Pupils will then watch a video and answer questions about the process of active transport whilst watching. Once finished pupils can self-assess their work using the answers provided. Pupils will then sort statements about the three types of movement - diffusion, osmosis, active transport - into three columns, pupils will then self-assess their work. The next part of the lesson focuses on the importance of active transport to living organisms, pupils will be introduced to two examples - mineral ion uptake in plants and absorption of glucose in humans. Pupils will then need to answer questions on this topic. The plenary is a exam-style question on active transport, pupils can again self-assess their work using the mark scheme provided.

This is a lesson designed to meet specification points for the new AQA GCSE Trilogy Biology 'Cells' SoW. For more resources designed for the new AQA GCSE Trilogy Biology, Chemistry an Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation. Pupils are then introduced to the idea of 'resolution' - the definition for which they need to know so pupils could write this down in their books. The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm. The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions. The plenary is a 'Silent 5' task where pupils will need to answer questions based upon what they have learnt during the lesson.

This lesson is designed to meet specification points for the new AQA GCSE Trilogy Biology ‘Cells’ SoW. For more resources designed to meet specification points for the new AQA GCSE Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This lesson is designed for the 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 introduction to the levels of organisation found within multicellular organisms. Students are then asked to sort the following into the correct order, according to size: cell, organ system, tissue and organ. Students are then shown the definitions for each of the following: cells, tissues and organs before being asked to complete a mind map of organ systems they alread know of. After spending a few minutes on this task, some of the example answers can be revealed for pupils to mark their work. Students are now given a list of organs and are asked to pick the organs which belong to the digestive system, respiratory system and water transport system of plants. Once this task has been completed, students can self-assess their work using the mark scheme provided. The next activity requires students to match the correct organ system name to the correct role of that organ system and then pupils need to complete a fill-in-the-blank task, the answers to both these tasks are included in the PowerPoint for students to self-assess their work. Lastly, students are given a card sort containing organs/cells/tissues - students will need to match the correct cell to the correct tissue and then organ, this can be stuck into a table in their books. This work can then be self-assessed using the mark scheme provided. Students will finally complete a ‘Team Poster Challenge’ to end the lesson. The plenary requires to spend one minute talking to the person next to them about 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 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 an introduction to variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking the person next to them about 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 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. 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 will now have a recap of the different structures of an animal and plant cells, they will be required to label a diagram of an animal and plant cells. Once this task is complete, students can self-assess their work using the mark scheme provided. Students will 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. Students will then be given a piece of information on how oxygen and glucose gets into cells, using this information students will need to answer a set of questions. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to spend a few minutes talking to each other about 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 :)

his lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. 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 introduction to igneous rocks, firstly looking at the way in which these types of rocks form and then looking at some of the physical properties. Students will now complete an each one teach one task, students will need be given some information about how rocks cool to form different types of rocks. Students will need to learn the information, teach each other and then complete the summary table. This task can then be self-assessed using the mark scheme provided. Students will now watch a video on metamorphic rocks, students will need to answer the questions and when complete can self-assess the work using the mark scheme provided. Lastly, students will complete a ‘copy and correct’ task, students will need to copy out the paragraph on the formation of igneous and metamorphic rocks and will need to correct any incorrect information. This work can also be self or peer assessed using the mark scheme provided. The plenary task requires students to write a list of key words that they have learned from 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. 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 recap on what students should have learned in the last three lessons, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided once it is complete. Students will then be provided with a poster depicting the rock cycle and a set of statements, they will need to match the numbered stages on the poster to the correct statements. The mark scheme for this task is included in the PowerPoint so students can self-assess or peer-assess their work once it is complete. The next activity requires students to copy and complete a paragraph of information, using the key words which are provided. Once students have finished this task they can mark and correct it, using the mark scheme provided. Lastly, a true or false activity - students will stand up if they believe the statement is true and stay sat down if they believe it to be false. The answers to this task are revealed as you work your way through the activity. The plenary activity requires students to write a tweet demonstrating what they have learned 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 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 a question for students to consider - ‘How does alcohol affect your body?’ Students will watch a video which runs through some of the affects of alcohol on the body, whilst watching students should complete a mind map of their ideas. This task can then be self-assessed using the mark scheme provided. Students will now be provided with some information on alcohol and how this affects your body, particularly focusing on the brain and liver. Students will then complete a fill-in-the-blank task to summarise what they have learned so far, this task can then be self-assessed using the mark scheme provided. Next, the lesson will focus on the affect of pregnant women drinking whilst they are pregnant. Students will watch a video on this topic, whilst watching the video they should answer a set of questions. The answers to this task are provided on the PowerPoint, students can use this to self-assess their work once it is complete. Laslty, students are provided with some data on death rates due to alcohol-related diseases. Using this data students will be required to answer a set of questions, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to write a list of key words that students 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. The lesson starts off with an introduction to the Periodic Table and Dmitri Mendeleev, this then follows into a video which students will watch and will also answer questions on a worksheet. Once this task has been completed, students can self-assess their answers using the mark scheme provided. Next, students are introduced to the idea of groups and periods of the Periodic Table. Students can take notes on the definition of these two terms, before leading into a task whereby students will be given some data on the melting points and boiling points of Group 1 metals. Using this data students will be asked to answer a set of questions, this work can then be marked and assessed using the mark scheme provided. The next task focuses on periods of the Periodic Table, students will need to use the data provided in the PowerPoint presentation to answer a set of questions on the pattern of melting points across Period 2 and Period 3. This task can then be self-assessed using the mark scheme provided. The last task is a copy and correct task, students will need to copy the paragraph out into their books, correcting any mistakes. This work can the be marked and assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to write down three quiz questions to test their peers 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 Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’ 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 introduction to the substances that move in and out of cells via a process called diffusion. Students are then asked to summarise this information by sketching and labelling a diagram of a cell. The idea of diffusion is further explained using an image of a deodrant bottle spraying smelly particles into the air and showing how they spread from an area of high concentration to an area of low concentration. A definition of this process is shown to students, before they are asked to complete a fill-in-the-blank task to summarise the process, this work can be self-assessed using the mark scheme provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Lastly, students are shown diagrams of plant cells of healthy plants vs. wilted planted to demonstrate the effect of having too much/too little water in the vacuole of plant cells. 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 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a ‘Cells Rap’ - students will be shown a video, during which they need to write down as many cell organelles as they can. Once they have finished watching their work can be self-assessed using the answers provided. Next, students will be shown a diagram of an animal and plant cell with the organelles labelled. Students are asked to note down the similarities and differences between these two cells, the answers to this task can then be revealed using the PowerPoint presentation. This is followed by a comprehension task whereby students will need to read an information sheet on ‘Animal & Plant Cells’, using this information they will need to answer a set of questions. The mark scheme for this task is included so students can self or peer assess their work once it’s complete. Next, students will learn about the functions of each of the organelles. Students will be given a card of information about the function of one of the organelles. They will need to walk around the room, sharing information in order to complete the summary table. Again, this work can be self-assessed once complete. Lastly students will complete a ‘Team Challenge’ in groups, each group will stand behind a poster and every person has one go to fill in part of the poster (either name/function of organelles), the fastest group to complete the poster correctly wins! The plenary requires students to summarise what they have learned in the lesson by completing the sentence starters 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 Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Firstly, students asked to think about a question that oil companies face - what to do with longer chain hydrocarbons which are in less demand than smaller chain hydrcarbons? Pupils can share their ideas in pairs, then as a class, before being introduced to the process of cracking. Next, as a recap of the structure of alkanes pupils will need to use ‘Molymod’ kits to make the first four alkanes in the homologous series, they will also need to complete a table to identify the structural & displayed formulae for each. This work can be self-assessed using the mark scheme provided. Now pupils are introduced to the process and products of cracking, students will then be given a set of hydrocarbons which are being ‘cracked’ with one of the products identified, they will need to identify the other product and also determine if it would be an alkane or an alkene. Once complete, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the structure and properties of alkenes, students will firstly be given a set of facts about alkenes which they can take notes from. Next, students will watch a video about alkenes, they will be provided with a set of questions that they need to answer using this video. This work can be self-assessed using the answers provided. Using what they have learned in this video, the teacher will conduct a demonstration which tests four unknown substances with bromine water - pupils will need to record their results in a table and determine whether the unknown substances are alkenes or alkanes. Pupils will lastly complete a ‘Quick Check’ task, this is a set of questions which will summarise what pupils have learned during the lesson. They will be able to peer or self-assess their work using the answers provided. The plenary task is for pupils to sum up what they have learned this lesson in three sentences, using the list of key words provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’ 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 two unicellular organisms - euglena and amoeba. Students can also watch a video to demontrate the motion of an amoeba cell. The main task involves students completing a set of tasks using information sheets on amoeba and euglena cell structure, function and reproduction. Students should work their way through the tasks, once this is complete they can self-assess their work using the mark scheme provided. Next, students should summarise what they have learned during the lesson by completing the fill-in-the-blank task, the answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Lastly, students will need complete a ‘Key Word Bingo’ activity, they will need to choose 6 words from the list provided. The teacher then reads out a definition, if this definition matches one of the words written down then it can be crossed out. First student to cross all 6 words from their books/grids shouts bingo! The plenary task is a 3-3-1 reduction - students will write down 3 facts, 3 key words and reduce this to 1 key word from 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 is a lesson aimed at the new Physics specification, it meets specification points within the 'Energy' module. Other lessons from the 'Energy' module can be found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a word search that pupils can complete to identify key words related to this lesson. Pupils will then watch a video on specific heat capacity where they will need to identify the factors which may affect a materials SHC. Pupils are then introduced to the concept of specific heat capacity and you can work through model questions with students to demonstrate how to approach and answer questions (model questions included on the PowerPoint slides). Pupils then have a go at completing SHC capacity questions on their own, pupils can then self-assess their work. Next activity is a 'Cloze' activity where pupils need to copy and complete sentences, words are provided. Plenary - pupils are provided with a range of answers, they need to write questions which correspond to these answers. All resources are included in the PowerPoint presentation. Enjoy and if you have any feedback please leave a review :)!

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 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! This lesson on diffusion begins with a starter discussion to remind students of the functions of the proteins in the cell membrane and the ‘fluid-mosaic’ model. Students will then ‘think > pair > share’ to discuss what sorts of substances cells import/export across the cell membrane. They should also examine why the cells import/export these substances. Answers are on the slide for self-assessment. Diffusion is then laid out in two diagrams to explain the passive nature of diffusion. Students should use these diagrams to inform the next ‘think>pair>share’ and discuss with a partner what factors might affect the rate of diffusion. Students are then introduced to facilitated diffusion, and the proteins required. They should take detailed notes on the features and functions of channel proteins and carrier proteins. Another form of facilitated diffusion is then introduced, in which the carrier protein picks up molecules of a matching shape, rather than changing its own shape. To quick check student understanding, they are asked three questions to answer in their books regarding the two forms of facilitated diffusion in comparison to simple diffusion, answers are provided on the next slide for self-assessment. Students will then complete an exam-style question, as always, a marking scheme is available for self-assessment. The plenary is a WhatsApp message task for students to draft a message to a friend, telling them what they’ve learned this lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)