This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ 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 by identifying what metabolic rate is and then asking pupils to think about what important metabolic reactions take place within organisms. Pupils can discuss and try and come up with a brain storm in their books. Pupils then learn about the role of the liver by watching a video and answering questions at the same time, once pupils have finished completing this task they can assess their work using the answers provided on the PowerPoint slide. Next, pupils need to specifically learn about the role of the liver in clearing lactic acid from the body. They will be given an information card and will need to answer some questions using this information, once finished they can mark or peer assess their work. The final activity is an exam-style question about glycogen in the liver, pupils can answer this question in silence at the back of their books (for higher abilities this would be most suitable) or for lower abilities you may allow them to discuss and answer in pairs. Once completed they can mark their worn work. The plenary activity is a list of answers, pupils need to come up with the questions to which these words are the 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 ‘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 starts with a think > pair > share task for pupils to discuss some questions about muscle, after a short class discussion you can the answers to these questions and talk them through with the students (all on the PowerPoint). Next pupils can sum up what they have learnt so far by completing a fill in the blank task, which then can be self-assessed. Now pupils will be given cards of information about how heart rate, breathing rate and concentrations of glycogen change during exercise and most importantly, why these response occur. Pupils can read their information card in pairs and using this they can fill in the table in their books. This activity is likely to take 15-20 minutes, once finished they can self-assess their work using the answers provided. A mid-plenary task will quickly assess students knowledge of what they have learnt so far, then the final activity is a 10 mark exam-style question. You could allow pupils more time to answer these questions or for higher ability set a 10 minute timer and request that they complete in silent, exam conditions. The mark scheme is provided for pupils to mark their own work. The plenary task is a 4-mark exam question with mark scheme 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 ‘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 Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process. Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided. Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work. Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast. Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own work using the mark scheme 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 '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 for the NEW AQA Combined Science: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 into how farmers and commercial plant growers maximise their yield and therefore their profit. The main activity of the lesson involved pupils answering a variety of questions using information posters which can be positioned around the room or on desks, if you do not want pupils to move around. This activity is likely to take 25 minutes at least, once finished pupils can sit back in their seats and self or peer assess their work using the mark scheme provided. The next activity should take around 15 minutes, it is an exam-style question involving plotting data and then analysis of this data. Pupils can complete and again self or peer assess their work. The plenary activity is a 3-2-1 task, 3 facts, 2 key words and 1 question about the lesson today to test your peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know via the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Combined Science: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 The lesson begins by students thinking about the raw materials needed for plants to photosynthesise and which factors might limit the rate. The three factors which students will need to learn about are then revealed - carbon dioxide, light intensity and temperature. Three limiting factor graphs are then shown for each of these factors and students need to have a go at explaining what the graphs are showing, as a class discussion. Pupils will then need to complete a fill-in-the-blank task and self- their assess their work using the answers provided. Next pupils are shown a green leaf and a variegated leaf and are asked to think>pair>share which leaf they believe will have a higher rate of photosynthesis, and why. This then leads to pupils learning that less chlorophyll means less photosynthesis will take place, which could lead to stunted growth. The next part of the lesson focuses on pupils being able to use practical equipment to set up an investigation which measure the effect of light intensity on rate of photosynthesis. Pupils will firstly be given some images of equipment they could use and are asked to come up with a potential method for this investigation. After this pupils are then shown a video where they have to answers questions about the variables in this investigation and finally they are given a set of results to plot data and analyse it. The plenary is a silent 5 task where pupils need to answer questions about what they learnt this lesson on their own in their books. All resources are included either at the end of the presentation or as a separate file. 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 lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures. Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants. The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint. Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work. The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them. The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge! Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task. All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!

This lesson is designed 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 SoW please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to the types of problems which may arise with the heart, for example leaky valves or problems with the natural pacemaker cells. Pupils are then given a grid with problems of the heart, causes and how to fix the problem all jumbled up. Students will need to shade the boxes that all go together the same colour. For lower ability students they will probably need to discuss this with others around them and they want to to check with you before they start to colour. Once completed the students can self-assess their work. The next activity should take up a large part of the lesson, around the room place a couple of copies of the posters found at the end of the PowerPoint slide. Pupils will need to walk around the room and use this information to complete the tasks displayed on the board. (If a class is quite disruptive you may want to place this information on desks and not allow students out of their seat!). Once completed pupils can sit back down, swap their work with the person next to them and mark their work using the answers provided. The last activity is a past-paper question which involves comprehension and evaluation skills to be implemented. Once again the mark scheme is provided so pupils can assess their own work. The plenary activity is for pupils to 3 facts, 2 key words and 1 question about what they have learnt this lesson. All resources are included within the PowerPoint presentation. Any questions please leave a comment, if you downloaded and used this resource please leave feedback for me :) thanks!

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by completing an activity which recaps the role of each of the components of blood. Pupils are then introduced to the three types of blood vessels - artery, vein and capillary. Looking at a diagram provided pupils will need to consider the differences between the three in terms of structure an function. Pupils will then watch a video and answer questions about arteries and capillaries, the answers to the video are provided so that pupils can then self-assess their work. The next slide will show how veins are structured and how they work to move blood back to heart from the rest of the body. Pupils could draw a diagram to represent this if there was time. The next part of the lesson is the longest activity, pupils will need to either copy the blank table into their books or be given a printout of the table. Using cards of information pupils will need to complete the table, which shows the structural features of each of the blood vessels. The answers to this activity are provided so that pupils can either peer or self-assess their work. The next activity is a quick fill-in-the-blank task to demonstrate the role of the capillaries within the body. Students are now introduced to the idea of a double-circulatory system, using a diagram and a description of the system pupils will need to answer questions about the role of this system, which can then be self-assessed. The plenary task is for pupils to pick one question to answer from a list of traffic-light questions, green for most difficult and red for easiest. All resources are included in the lesson, any questions please leave a comment for me to get back to you and any feedback would be much appreciated :) thanks!

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 This lesson begins by introducing the composition of the blood - platelets, white blood cells, red blood cells and plasma. Pupils will jump straight into the first activity, they will be given a place mat worksheet which has questions about each of the four components of the blood. Each student will then be given a slip of information about these four components, the students will need to share information to complete their place mat. Once complete, the answers which will be provided on the PowerPoint slide can be used for pupils to either self-assess or peer-assess their work. Pupils will now look at how red blood cells transport of oxygen around the body, once this has been explained using diagrams on the PowerPoint slide pupils will then need to arrange sentences into an order to show how this process occurs. Once completed pupils will self-assess their work using the answers provided. The next activity is a True or False activity about what the students have learnt so far, this could be extended by asking students to re-writing the incorrect sentences so that they make sense. The final activity is a past-paper question on the components of blood, which pupils can then peer or self-assess. The plenary is for pupils to brainstorm key words they have learnt from the topic of the heart and blood so far. All resources are provided in the PowerPoint. Any questions please let me know via the comments section, if you have feedback please do leave a comment :) thanks!

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology specification, particularly the ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. The next part of the lesson focuses on problems with blood flow through the heart, firstly pupils are introduced to the idea of coronary arteries being blocked due to cholesterol/fatty deposits. They will provided with some information on the board and will need to answer questions on this information, which can then be assessed once the answers are revealed. Then they will shown the differences between different types of treatment - surgery, stents or statins - and will be asked some questions about the uses, advantages and disadvantages of these examples of treatment for people with cardiovascular disease. Again, all answers are provided for pupils to check their work throughout the lesson. Plenary is to write a twitter message about what the students have learnt this lesson, make sure to #keywords! Any questions please comment on the resource to ask me, any feedback if you have purchased this resource would be much appreciated :) thanks!

This lesson is designed to meet specification points for the NEW AQA Trilogy Biology specification, particularly the ‘Organisation’ SoW. For more resources designed 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 a video on breathing and the organs of the respiratory system, pupils are provided with a list of questions which they will need to answer using the information in the video. Once the video is finished they can then self-assess their work using the answers provided. Pupils are then provided with an information on breathing and gas exchange, they are also given a worksheet that they will to complete using the information. For lower ability classes it would be best to read through the information as a class, tag-reading, so that they are more familiar with certain words before starting the worksheet. Once completed the answers provided on the PowerPoint slide mean pupils can either self-assess or peer-assess their work. The next task is a mid-plenary, pupils will need to copy and complete the sentences and then mark their work. The next part of the lesson is on adaptations of alveoli, pupils will copy a table off the board and will each be given a card of information. Either discussing on tables or walking around the room pupils will need to complete their table on the four main features of alveoli which make them efficient gas exchange surfaces. The final activity is an exam-style question worth 6 marks, pupils can close their books and sit in silence to complete this task. Once finished they should mark their work. Plenary task is to write a twitter message about what they have learnt this lesson, including #keywords. All resources are included in the lesson, some are found at the end of the PowerPoint. Please leave a comment if you have any questions, any feedback would be appreciated :)! Thanks!

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ 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 by pupils given a bit of information about the tissues which make up the lining of the stomach. They will need to read this information in pairs and then answer questions in their book, once completed the pupils can self or peer-assess their work using the answers provided on the next slide. Pupils will then be introduced to the digestive system, it’s role and the organs involved with this system. They should be able to remember some information from previous lessons on organ systems (see ‘Principles of organisation’ in my shop!). Now, pupils must read through another card of information in pairs and complete tasks on the board, these tasks will require pupils to label a diagram of a human body to show the locations of the major organ systems and also describe the function of these organs. The next task is a video which pupils will watch and answer questions, list of questions is provided as a worksheet. Pupils will then self-assess their work using the answers provided after the video has finished. The final activity is an exam-style question, pupils will answer this on the sheet and then mark their work using the mark scheme. The plenary task is a word search challenge, there are 10 words associated with digestion in the word search. Pupils will race to complete against each other to complete the word search. You can award a prize if you have any :) 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 ‘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 This lesson begins by pupils being introduced to what an enzyme is, what it looks like and it’s role in the body. Pupils will then watch a video and will need to answer questions (provided) whilst watching the video, they can self-assess their work using the answers provided. Next pupils are shown a diagram of an enzyme’s lock & key mechanism in action, they will need to draw their own diagram of this process and include labels to show what is happening. Next, pupils are introduced to the factors that can affect the rate of enzyme action. They are given a set of data on how temperature affects the rate of reaction. Pupils will need to plot this data onto a graph, they are then given a set of labels which they will need to match to certain points on their graph to describe what is happening. In the next task pupils will need to complete sentences to explain the data that the graph is displaying, pupils can self-assess their work using the answers provided. The very last task requires pupils to look at the effect of pH on the rate of enzyme action, pupils will need to think about the pH needed for enzymes in the stomach to work. They can discuss this question or come up with an answer themselves. The plenary task is a fill-in-the-blank task for pupils to complete in their books, this can be self-assessed using the answers provided. Any questions please let me know by leaving a comment, and any feedback is much appreciated :)!

This lesson is designed to meet specification points for the NEW AQA Trilogy ‘Organisation’ SoW within the Biology specification. The lesson starts by a recap on knowledge covered in KS3, pupils are asked to put tissues, cells and organs in order according to size and complexity. Once the answer is revealed pupils are then given definitions of cells, tissues and organs and are will need to answer some questions about the differences between the three structures. Pupils are then given the definition of an organs system and will then need to complete a brainstorm of the different types of organ systems they can think of. On the next slide pupils can self-asses their work using the list of organ system examples. In the next activity, pupils will be given a list and diagrams of different organs, they need to write down which organs they think are present in the digestive system, respiratory system and the water transport system in plants. Once completed pupils can self-assess their work using the answers provided. The next activity is for pupils to match the correct name of an organ system to the description of its function. Following self-assessment of this task pupils will need to complete a quick recap fill-in-the-blank task. For the last activity pupils are given a card sort of names and diagrams for cells, tissues and organs. They will need to sort these into three columns and they can then self-assess their work. The plenary task is a poster challenge - pupils get into groups and complete a poster of information on the topic of organisation as quickly as possible. Thank you for looking :) any questions please leave a comment and I will get back to you! And any feedback would be appreciated.

This lesson is designed to meet specification points for the NEW AQA Trilogy Specification, particularly for the 'Cells' SoW. For more lessons designed for the new AQA Trilogy GCSE Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be. In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution. Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it's description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided. Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description. The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided. The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided. Thanks for looking :) please leave any feedback if you purchase!