This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ 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 focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, 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 description of an exothermic reaction, including examples such as the thermite reaction and the screaming jelly baby reaction. This includes link to videos to demonstrate the energy transfers which are taking place during these exothermic reactions. Pupils are then asked to think>pair>share ideas about what an endothermic reaction might be and to come up with any examples if they can. Once students have had chance to discuss in groups, they can feedback to the class for a brief class discussion before the answer and examples are revealed using the PowerPoint presentation. The next part of the lesson requires pupils to undertake an investigation into different reactions, they will identify whether three different chemical reactions are either endothermic or exothermic bu measuring the temperature change for each of them. Students should follow the instructions included and record their results in the table provided. Students are now introduced to energy level diagrams to explain what is happening during an endothermic and exothermic reaction, they can sketch an example of each in their books for future lessons on energy profiles. The next part of the lesson will be a progress check, students should answer in their books and the work can be self-assessed using the answers provided. The last part of the lesson is on uses of endothermic and exothermic reactions in products, students will each be given a card of information. They will need to share their information with others to complete a table in their books to describe each of the products, identify if it is an endothermic or exothermic reaction and evaluate the advantages and disadvantages. The plenary task is for pupils to come up with their own product which uses either an endothermic or exothermic reaction. Thank you, leave any questions in the comment section :)

This is a resource for the NEW AQA GCSE Biology 'Infection & Response' unit. Please find further resources designed to meet specification points for the NEW AQA Biology, Chemistry and Physics specifications at: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly consider some traditional medicines such as digitalis for dropsy, willow trees for aspirin and penicillin mould. Pupils then consider the time and money taken to conduct a drug trial, as well as the stages that are involved. Pupils will watch a video to determine the definition of a placebo and a double-blind trial, pupils should also use the video to identify how clinical scientists maintain a fair test during a clinical trial. The next part of the lesson pupils will be introduced to what happens during the pre-clinical trial phase and the three stages of the clinical trial phase. Once students have learnt this they will need to match the key words to the definitions. They will also be given a set of 6 statements which they need to write in order, as a flow diagram, in their books to represent the stages of the drug trialling process. Pupils can then self-assess their work. There is a 6-mark question on what they have learnt this lesson. To really test pupils' knowledge they should try and complete this in the back of their books, perhaps giving them a set of key words as prompts. For a less able class, they should be able to use their notes from the lesson. Pupils can peer-assess their work using the marking criteria on the PowerPoint slide. All of the resources can be found on the PowerPoint slide, there is also extra resources at the end which could be used in an extra lesson or as a homework activity. Other lessons from the 'Infection and Response' unit can be found in my TES shop :)

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 an introduction to evolutionary trees, pupils will be shown how to interpret evolutionary trees and understand the common ancestry between species of organisms. Pupils will then be shown the difference between convergent and divergent evolution. The next part of the lesson will focus on the work of Woese et al, pupils will watch a video and try to answer questions about Woese and his work, this can be assessed using the answers which can be revealed once the video has been watched. Pupils can then watch a second video, using this video they will then try to complete profile cards for three domains as proposed by Woese – archaea, bacteria and eukaryotes. Pupils can again check their work against the answers provided in the PowerPoint slide. Pupils will then be given some information on Woese and his work, students will need to use this information along with what they have learnt so far in the lesson to complete a newspaper article on his work and infamous discovery. The next part of the lesson looks again at evolutionary trees, pupils are shown how to use an evolutionary tree to compare the relationships between organisms. Pupils will then need to complete an exam-style question on evolutionary trees, which can be self-assessed using the mark scheme provided. The plenary task is for pupils to come up with questions for a set 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 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 Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The task begins with pupils being asked to think > pair > share the specific characteristics that farmers might find favourable in cows, crops, chicken and sheep. The next activity involves pupils watching a video on selective breeding and how this process works, pupils will need to answer questions as they watch the video. The work can be assessed when they finish using the mark scheme provided. Pupils will now understand the process of selective breeding, the next task requires pupils to choose two dogs from a selection of dog breeds (pictures provided) to breed together in order to produce offspring with the traits the student would like. They can sketch a flow diagram to demonstrate how thus process occurs. The next activity is a worksheet on chicken breeds, once students have completed they can use the mark scheme to self or peer assess their work. The final activity focuses on the problems with selective breeding, pupils are provided with some information which could be tag-read as a class. This can then be used to answer some quick-check questions. Once the questions are complete this work can be self-assessed using the answers provided. The plenary task is for pupils to use a list of key words to write a summary sentence about what they have learnt from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing pupils to the definition of a clone and outlining the different cloning techniques they will learn about in this lesson. Pupils will firstly learn about two techniques used to clone plants - cuttings and tissue culture. Pupils will learn about these two techniques and will need to complete the correct descriptions on a diagram demonstrating the steps involved with taking plant cuttings. Once this is complete the work can be self-assessed. The second part of the lesson focuses on adult cloning. Firstly pupils are talked through the process of embryo transplants using a diagram. Pupils will be provided with a worksheet with a flow diagram of the embryo transplant process but missing statements to describe the process. Pupils will need to choose the correct statements to go in these boxes, this work can be assessed using the answers provided once complete. Adult cell cloning is the other example of an animal cloning technique pupils will need to describe. Firstly, pupils will watch a video about Dolly the sheep and the adult cell cloning process, using this video they will need to answer some questions. This can be checked against the answers which will be provided. For the next activity pupils will be provided with the diagram of the sequence of events involved in the adult cell cloning process, pupils will be required to fill in the blanks to complete the descriptions of the steps involved. Once completed pupils can use the mark scheme to assess their work. The final activity focuses on the risks and benefits of adult cell cloning, pupils will be given a list of opinions about this cloning technique and they will need sort them into advantages/disadvantages in their books. The plenary activity is for pupils to pick a task: either write a twitter message about what they have learnt this lesson or unscramble anagrams to spell out 5 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 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 focus on mutations and how they contribute towards genetic variation within a population. Pupils can tag read some information provided in the board and then answer questions in their books, this work can be self-assessed against the mark scheme provided. The next activity involves pupils watching a video about natural selection, using the video they will need to answer questions which again can be self-assessed using the success criteria provided. Pupils will then be shown a slide which demonstrates, with the example of giraffes, how natural selection can ensue within a population of organisms over time. Pupils will then be given a cartoon strip to show how natural selection occurs, they can draw diagrams of any organism they wish to choose and will need to fill in the blanks for the captions below each stage in the process. This work can be self-assessed one complete. The next task pupils need to complete is a card sort describing the steps involved with how head lice become resistant to head lice shampoos, pupils can discuss in pairs to complete this task. Once complete the answers will be revealed, for higher ability pupils they can draw this as a flow diagram in their books as an extension. The final activity is a past-paper question, pupils can complete this in their books. For higher ability pupils you could demand silence and ask for it to be completed at the back of their books as a revision activity, for lower ability pupils you may allow discussion with a partner. The plenary activity involves pupils being provided with the answers to 5 questions, pupils need to think of 5 questions which may link to these 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with an introduction to conductors and the process of conduction. Students will be given a definition for each of these terms, they will then be asked to consider what some examples of good conductors and insulators are. The answer to these questions are then revealed, students can take notes in their books. Next, students are shown a diagram which demonstrates what happens to the particles within a solid when conduction occurs. Students are then asked to discuss ‘Why does conduction occur best in solid materials?’ - after a short discussion students will be shown the answer to this question so they can self-assess their work. Students will now complete an investigation to test different types of materials - copper, wood, iron, plastic & zinc - to see how well they conduct heat. Students should follow the method provided on the practical worksheet, they can record their results in a table in their books. The next part of the lesson focuses on convection, students will watch a video, during which they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided. Lastly, students are asked to draw a cross-section of a room in a house with a radiator on and show how a convection current might occur with the air particles in this room. This task can be assessed against the diagram provided in the PowerPoint presentation, once complete. The plenary task requires students to write down three facts, three key words and 1 question 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition of homeostasis and pupils will then need to discuss in pairs the conditions that they think need to be controlled by the body. This leads on to revealing these factors and looking specifically at the way in which water can be lost and gained by the body. Pupils the complete a couple of questions on the topic. Next is a focus on temperature control in the body, pupils need to consider what might happen if the temperature rises too high or falls too low and come up with ideas about how this might affect the body. Having already covered enzymes hopefully they might have some clue about what might happen. You can reveal the answer and pupils then need to complete a small worksheet to summarise these ideas. Next pupils are challenged to think about what parts of our body control our reactions, pupils are asked to complete a challenge which gets them thinking about coordination and they will then write down any organs they think were involved with this process. The nervous and endocrine system are then introduced, pupils will need to copy and complete summary sentences to describe the main structures and functions of these two systems in controlling the body. Pupils will then complete an exam question on the differences between nervous and endocrine control, the mark scheme is provided for pupils to mark their work. Finally pupils look at the role of negative feedback in the body and how this works with the example of temperature control. Pupils will need to sketch a simple graph into their books and use labels provided to demonstrate how this process occurs. Again, the finished diagram is included so pupils can assess their own work. A plenary activity is to complete an exit card listing key words, facts and to pose a question about the work covered 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 'Inheritance, variation and evolution ’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to inherited disorders, particularly the two examples students will need to learn about - polydactyly and cystic fibrosis. Pupils will then be given information on either of these two disorders and will be asked to complete a fact file on the one they have been given using a set of criteria provided. Once they have completed one of the fact files they will need to pair up with someone who did the other fact file to share information. Pupils will then be given further information about the inheritance of these disorders and whether it is controlled by a dominant or recessive allele. Pupils will need to draw genetic diagrams for each of the disorders given a set of example parent genotypes, and work out the probability of the offspring inheriting the condition. The next part of the lesson focuses on embryo screening, firstly pupils are introduced to the two ways in which embryos can be screened for genetic conditions - amniocentesis & chorionic villus sampling. The next task pupils will need to think > pair > share ways in which these two methods which be controversial, identifying the positive and negative effects on the baby and family. For the final activity pupils will be given a set of opinion cards in groups, they will need to read the viewpoints, discuss as a group and write a short summary paragraph on their opinion of genetic screening in embryos. The plenary task is for pupils to write three summary sentences of what they have learnt this lesson using as many key words from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy 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 Pupils will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered 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 Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 to get students thinking about what the rate of a reaction tells us about that chemical reaction. After a short partner and class discussion, the answer can be revealed to the class via the PowerPoint slide. This is followed by a task whereby students need to place a mixture of chemical reactions in order of their speed, getting students to think about which of these reactions might have the fastest rate of reaction. Students are then introduced to the two ways in which scientists can measure the rate of reaction - how much product formed/how much reactant is used up over a given time. Students will be asked to read some information about this topic and then answer questions on it, this work can be self-assessed using the answers provided in the PowerPoint. Students will then watch a video on how to calculate the rate of a reaction using a graph, students can self-assess their answers using those provided in the PowerPoint presentation. Students will then practice these skills by plotting a graph using a set of data, which they will then need to use to answer a set of questions, this can be self-assessed using the mark scheme provided. The next video outlines how students can use a graph to a work out the rate of a reaction at a fixed point, students will answer questions whilst watching the video and then self-assess their work using the answers provided. Lastly, students will again practice this skill by plotting a graph using data provided and then will need to use the graph to work out the rate of reaction at different fixed points. This work can be self-assessed using the answers provided. The plenary task is is for pupils to complete one of a choice of sentences starters, which would summarize 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 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 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 for the NEW AQA GCSE Trilogy Chemistry GCSE, particularly the ‘Using our Resources’ scheme of work.