This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW, specifically for the higher-tier, biology only specification. 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 the work of Gregor Mendel, students will firstly watch a video and answer questions using the information provided. Once finished with this introductory task pupils can self-assess their work against the marking criteria. The next task focuses on genetic diagrams drawn to represent the crosses Gregor Mendel carried out during his investigations. Pupils will be prompted to draw the genetic diagrams themselves to show the genotypes of offspring of the F1 and F2 generation of pea plants in the example given. There is a prompt which you can reveal for those students of a lower ability. Once this task is complete pupils can check their work against the answers which are provided. Now there is a quick check mid-plenary for pupils to consolidate knowledge of what they have learnt so far, a set of questions is provided and the mark scheme for pupils to check their work against. The next part of the lesson focuses on why Mendel’s important work was not wholly recognised within his lifetime, pupils can read an extract of information and use this to answer questions. Once complete pupils can self-assess their work using the answers provided. The final part of the lesson is looking at how Mendel’s work was imperative to the development of the double-helix model of DNA and subsequent genetic research and discoveries. Pupils will need to read a page of information, in pairs, and answer questions provided on the PowerPoint slide. For those pupils of a lower ability it may be easier to tag read the information and answer questions in groups. Once completed pupils can check their work against the success criteria provided. The final task is for pupils to answer an exam question on this topic, pupils can complete in their books (at the back of their books for an extra challenge) and assess their work using the mark scheme once complete. The plenary task is for pupils to come up with a questions that they would like to ask Mendel about his work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a video on the greenhouse effect, pupils will be supplied with some questions to answer whilst watching the video. Once complete this task can then be self-assessed using the answers provided. Pupils will then need to be required to complete a diagram of the greenhouse effect by adding in statements to the correct boxes, this work can also be self-assessed using the mark scheme. Pupils will now think about the factors which have contributed to the rise in carbon dioxide in our atmosphere. Firstly they will need to ‘Think > Pair > Share’ their ideas of why there has been a sharp increase in CO2 over the last 100 years or so, pupils will then share their ideas with the class and some of the factors can be revaled via the PowerPoint presentation. Pupils will now be given some information on models of global warming, using this information they will need to complete a worksheet. This task can be self/peer assessed using the answers provided on the PowerPoint. The last task is an exam-style question on the topic of the greenhouse effect, again students can self assess their work using the mark scheme. The plenary task requires pupils to summarise what they have learned this lesson in three sentences. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the NEW AQA Biology GCSE, particularly for the higher tier for the 'Infection & Response ’ 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 starter discussion to remind students about communicable disease, and which bacteria are harmful. The next slides introduce and define pathogens, and some harmful and non-harmful bacteria. They will then watch a short video which explains the differences between viruses and bacteria then complete a Venn diagram task. The next task is a true/false activity to complete as a class and asses their understanding thus far. Students are then directed to work in pairs to make a mind map in their books describing how pathogens are spread. Students will then be instructed to work on their own to answer three questions about pathogens spreading. Answers are on the following slide for self-assessment. The plenary task is an exam style question, students can self-assess to the mark scheme on the last slide. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘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 starts with pupils think > pair > sharing some of the advantages and disadvantages of genetic technologies that they have learnt about so far. Following this pupils will watch a selection of videos about genetic modification, pupils will need to listen and write down any advantages or disadvantages they pick up from the videos. For higher ability pupils you could extend this task by asking them to consider the organisations behind the videos and why they may have certain viewpoints. Pupils will then be given a card sort in groups, the cards demonstrate concerns and benefits of gene technologies. Pupils can discuss the information and use it to finish off the table of advantages and disadvantages they started with the previous task. This task can be self-assessed using the mark scheme provided. The next activity requires pupils to complete a newspaper articles on the pro’s and con’s of gene technologies, within the articles pupils must represent the viewpoints of an organic farmer, a charity campaigner, a doctor, an ecologist, a scientist working on a new gene technology. The final activity is an exam-style question. Pupils can complete this in their books and self-assess their work once they are finished. The plenary activity is for pupils to pick a task, either unscramble 5 anagrams to reveal key words or write a summary sentence including a number of key words from the lesson All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 '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 a think > share > pair task for pupils to consider the definition of genetic engineering, once pupils have had a discussion about this the answer can be revealed. Pupils will then be shown a video about the steps involved with genetic engineering, pupils will need to answer questions whilst watching the video. Pupils can then check their work against the answers provided and correct anything they perhaps didn't get during the video. Pupils will then be given a diagram of the genetic engineering process, specifically using the example of the human gene for insulin being inserted into a bacterium. Pupils will need to copy the diagram into their books and choose the correct statements, from a jumbled list, to go with the correct steps. Pupils can self or peer-assess their work once this task is complete. The next part of the lesson is on the genetic modification of crops, pupils will firstly watch some videos which outlines various viewpoints of the growth and consumption of GM crops. Pupils should watch the videos and note down any benefits or problems they identify, a class discussion can follow this to ensure all students got the important points. The benefits of GM crops will then be highlighted to students with the aim to be used to feed the world's starving nations. After pupils have read through this they will be asked to come up statements that a collection of people might make about GM crops - an organic farmer, a charity worker for a world hunger organisation, a GCSE student and a GM scientist. The final activity is for pupils to complete the exam-style question on genetic engineering, once completed pupils can assess their work using the mark scheme provided. The plenary is for pupils to pick a task - either write a summary sentences including a list of key words or identify the questions for a list of 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 Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction into the sub-atomic particles that make up an atom, pupils will need to fill in a diagram and statements to describe the position of each of these particles. Pupils will then be shown the charges and relative mass of each of these particles for a couple of minutes during a 'memory test' activity, they will then try and copy the information down into their books from memory. Next is a mid-lesson progress check where pupils will need to answer questions off the board in pairs. In the next half of the lesson pupils are introduced to the idea of atomic and mass numbers, they are firstly asked to use their periodic table to identify the atomic and mass numbers of certain elements. This work is self-assessed and then pupils are asked to think about how the number of neutrons could be calculated, once revealed pupils are then given a large table to complete to identify the atomic number mass number, plus the number of protons, neutrons & electrons for the first 20 elements. The plenary task is an exit card where pupils can identify the areas in which they feel confident with this topic and those areas they feel they need more practise with. 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 from the NEW AQA GCSE 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with pictures demonstrating the 5 energy stores, pupils will need to discuss and decide on what these energy stores might be using the pictures. Once pupils have identified the energy stores (these can be written down on the whiteboard) pupils will then need to complete sentences which describe each of the energy stores, sentence starters are provided. Pupils are then given a slide with pictures which demonstrate examples of energy transfers, pupils again will need to identify the different ways in which energy can be transferred using the pictures. The next part of the lesson will focus on energy transfer flow diagrams, pupils will need to describe the energy transfers taking place in different systems, including a torch, candle & TV. There is a worksheet at the end of the PowerPoint which pupils can use to complete these tasks. When finished, pupils can self-assess their work. Pupils will then answer some progress check questions in their books, I usually ask pupils to complete in silence to reflect on what they have learnt this lesson. Pupils will then self-assess their work. The final task is a past-paper question, pupils can complete on the sheet and peer-assess their work using the mark scheme provided.

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. Pupils will now watch a video on complete vs. incomplete combustion to think about the gases released into the atmosphere via these two processes. They will need to answer a set of questions whilst watching this video, they can then self-assess their work using the answers provided. Two further atmospheric pollutants are now introduced to the class - nitrogen oxides and also solid particulates released by diesel engines. Pupils will now complete a fill-in-the-blank task to summarise what they have learned to far this lesson, this task can then be self-assessed using the answers provided. This is followed by a quick check ‘True or False’ activity, pupils will need to identify whether a list of statements are true or false. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to either summarise what they have learned today in three sentences or write a definition of a list of key words from today’s lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed 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 a think > pair > share task where pupils will need to discuss the definition of ‘competition’. After revealing the definition for competition within the ecology context, pupils will then need to think about the types of resources that plants and animals compete for. They will be given a set of resources, they will need to sort these resources into two columns – those that animals compete for and those that plants compete for. Once this task is complete pupils can self-assess their work using the answers provided on the PowerPoint slide. In the next activity pupils will need to draw a table in their books and they will watch a video on competition in a variety of organisms. Pupils will fill in their table by identifying the organism and then describing how it competes for the resource/s that it needs. Pupils will then be asked to think about why animals and plants may want to avoid competition, pupils can discuss with their partner and write their answers in their books. The answers can be revealed using the PowerPoint slide. Pupils can mark and check their work. The focus of the next part of the lesson is for pupils to consider how plants might avoid competition with other plants, pupils are asked to look at some pictures showing how plants avoid competition and students can discuss in pairs what they think the pictures are demonstrating. The answers to this task can then be revealed and pupils can check their answers, making any corrections where necessary. The final task is an exam-style question on competition, pupils will answer the question in their books and can then self-assess their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, trying to use as many key words from the key word 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 resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. This lesson begins with a recap on the structures and function of the endocrine system, it then moves on to look at the positions of the different glands involved in the endocrine system. Pupils are shown an image of a human body (also can be given as a worksheet) and should discuss in pairs which glands fall into which position on the diagram. After the answers have been revealed, and are then assessed, pupils will now need to discuss the function of each of the glands. From a list of descriptions, pupils should try and match the name of the gland to the hormone it produces, this work can then be self-assessed. In the next activity pupils are required to draw a table and then in groups/per table they are given a set of cards which they then need to sort into the correct spaces on their table to summarise the main role of the hormones secreted by 5 glands - the pituitary, the thyroid, the pancreas, the ovaries and the testes. This work can then be assessed using the answers provided. Pupils can then complete a ‘silent 5’ set of questions on the topic they have covered so far, they should try and complete the questions on their own but for lower ability groups they may want to try discuss in pairs before answering. The final activity is an exam paper question on hormone levels, once completed pupils can use the mark scheme to mark their own work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ 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 Students will firstly be shown a set of images, students will have to decide which are examples of an alkali/base and which are examples of acids. Next, students will watch a video on acids/alkalis and will need to answer a set of questions, after which they can self-assess their work using the mark scheme provided. The next part of the lesson focuses on pH, students are firstly reminded of the importance of the pH scale and will then need to complete an investigation to identify the pH of different substances. Students can use the practical sheet provided to complete this task, including the results table to record their results. The next part of the lesson looks at the difference between concentrated and dilute solutions, in terms of particles and in terms of risk/hazards when handling concentrated acids. Students will then need to summarise what they have learned with a fill-in-the-blank task, this work can be self-assessed using the mark scheme provided. The final part of the lesson pupils will focus on the difference between strong and weak acids in terms of ionisation. Students will also look at how pH values are related to the concentration of H+ ions, students will need to copy and complete a table to show the concentration of H+ ions per mol dm3 for each pH value, this work can then be self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - pupils will need to either write a twitter message to summarise what they have learnt or write 5 quiz questions on the topics studied in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ 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 firstly begins by looking at what monoclonal antibodies are and how they are produced, using a flow diagram the first slide goes through these details. The next slide is the images from the flow diagram but no description of what is happening, pupils need to match the statements to the correct part of the process. This can then be assessed. The next part of the lesson focuses on the uses of monoclonal antibodies, firstly pupils are given a set of questions about pregnancy tests which they will need to answer using a video. This can then be assessed using the answers provided. Pupils are then given a table/asked to draw a table in their book for the different uses of monoclonal antibodies. Pupils will then need to use posters which can be positioned around the room or on desks to fill this table in. The final activity is a card sort - pupils are given statements about the uses of monoclonal antibodies which are either advantages or disadvantages, pupils will need to write these statements into the correct column in their books. Once finished they can self-assess their work using the answers provided. The plenary activity is for pupils to choose two questions to answer from a list about 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 Physics GCSE, particularly the ‘Radioactivity’ 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 some key terms, including ‘activity’ and ‘count rate’, students can take notes from the board so they have the key definition in their books. Next students will be introduced to the idea of a ‘half-life’, students will be given the definition and shown a graph and a diagram to help illustrate this concept. Students will then have an opportunity to investigate whether the radioactive is random or predictable, students will be given a coin in pairs and will be asked to flip it 20 times. Can you predict the outcome of the next flip? What was the rough ratio of coins flipped head:tails? This investigation demonstrates that the process of radioactive decay is random but with a large enough sample it is possible to predict the number that will decay in a certain amount of time. Students will then be shown how to complete half-life calculations using a worked example, before students are given a set of problems to work through. The mark scheme for this work is included in the PowerPoint for students to assess their work. Pupils are given another worksheet of problems to work through, students must show their working at all time. This task can also be self-assessed or peer-assessed using the mark scheme included in the PowerPoint. The last task requires students to fill-in-the-blanks on a paragraph which summarises what they have learned this lesson. The answers to this task is also included so students can mark and correct their own work… The plenary task is for students to write a set of summary sentences about what they have learned this lesson, including as many key words as possible 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 :)