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Unicellular Organisms

Unicellular Organisms

Powerpoint includes different activities that introduce students to different unicellular organisms (amoeba, euglena, etc) videos and plenary quiz are also included. Suitable for KS3. Links to Activate 1.
PurplePotassium
Diffusion KS3/low ability KS4

Diffusion KS3/low ability KS4

2 lessons included in powerpoint. Suitable for KS3 OR low ability KS4. Includes practical, instructions and questions. Lesson 2 includes, market place activity where students look at diffusion in action/in animals and plants.
PurplePotassium
Blood vessels - complete lesson (KS4)

Blood vessels - complete lesson (KS4)

A full, differentiated lesson based on the new AQA (B4.2) SOW. This lesson starts off with a brief video to introduce the topic and then covers arteries, veins and capillaries in detail. Student understanding is checked via a differentiated question grid challenge. Students then attempt a past paper question (9 marks) and peer/self mark. The lesson then covers double circulation and its advantages. Another PP question is used for students to apply their learning. Peer/self marking facilitates AFL. A plenary question involves students comparing the efficiency of a fishes circulatory system to our own. Again this can be self/peer assessed. Students then finally reflect on their learning progress against the learning objectives. All answers are included within the slides, and timers are used to promote pace. LO are ranked based on the new 1-9 system.
matt_nick1in
Digital Markbook for AQA Science

Digital Markbook for AQA Science

I have created and have been using for a number of years this digital markbook. Every teacher in my department use this on a lesson by lesson basis for KS4 and topic by topic basis for KS3; we use these in relation to the personal learning checklists (another of my uploads). This way of tracking progress has been invaluable in guiding the revision of my students, focusing them on the specific areas for their development. It is a simple process of entering R, A or G based on whatever criterion you decide works best for you
Jimlequim
NEW AQA GCSE Biology (2016) - The human kidney HT

NEW AQA GCSE Biology (2016) - The human kidney HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier students. 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 outline on the role of the kidney, pupils are asked recap questions on how water enters and leaves the body, which can be self-assessed using the answers provided. The next slide outlines the main functions of the kidney in controlling water and mineral ion balance, pupils will then need to answer questions on this information. This work can be self-assessed using the answers provided on the following slide. Pupils will then watch a video on how the kidneys work, pupils will need to answer questions whilst watching the video. Once the video is finished they can assess their own work using the answers provided. To summarise what the students have learnt so far they will then copy and complete sentences, filling in the blanks with the key words provided. Again, the answers for this task are provided for pupils to assess their work. The next part of the lesson focuses specifically on the release of ADH from the pituitary gland and it's control over the water balance in the body. Pupils are shown a flow diagram of the responses when water levels either rise too high or fall too low in the body. Pupils will then be given a list of statements and will be asked to recreate their own flow diagram to demonstrate this process. This work can then be assessed using the answers provided. The plenary task is for pupils to come up with three summary sentences about what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
NEW AQA GCSE Biology (2016) - Controlling body temperature HT

NEW AQA GCSE Biology (2016) - Controlling body temperature HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier students. 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 recap of normal body temperature and what happens if the temperature falls above or below this temperature. Pupils will also be introduced to the role of the thermoregulatory centre and thermoregulatory receptors in monitoring body temperature. Pupils are then asked to discuss and produce a list of mechanisms that helps the body to cool down on a hot day. This leads onto describe the role of sweating and vasodilation in cooling the body down. Pupils are then asked to consider what they think might happen if the body becomes too cold and again produce a list of mechanisms which might help warm it up. Using the PowerPoint slides the mechanisms of shivering and vasoconstriction will be demonstrated to pupils. Using this information pupils will need to copy and complete a flow diagram to demonstrate the role of thermoregulatory centre in controlling body temperature, this can be self-assessed once it has been completed. Pupils will now copy and label a diagram of the skin to show the position of sweat glands, hair, hair muscle and blood vessels, this can be marked once it has been completed. The next activity is for pupils to sort statements into two columns - one describing what happens when the body is too hot and one for when the body is too cold. Once completed the mark scheme can be used by pupils to self or peer-assess their work. The final activity is a 6-mark exam-style question on this topic, pupils should try and complete this in silence and at the back of their books to really test their knowledge of this topic. Once complete the mark scheme can be used for pupils to mark their own work. The plenary task is for pupils to pick a summary question of their choice from the two 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 :)
SWiftScience
NEW AQA GCSE Biology (2016) - Using plant hormones HT

NEW AQA GCSE Biology (2016) - Using plant hormones HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly be introduced to two further hormones in addition to auxin: gibberellins and ethene. The first task is for pupils to watch a video on the role of auxins and gibberellins in plant growth and development. Pupils will answer questions whilst watching the video and then self-assess their work using the mark scheme provided. Once pupils understand how gibberellins and auxins work they are asked to think > pair > share how these two hormones might be utilised by farmers/gardeners to help increase yield. Pupils can come up with a mind map in their books of their ideas. The next activity is another video, this one is on the uses of hormones in horticulture and agriculture. Pupils are asked to answer questions whilst watching the video, this work can again be self-assessed using the mark scheme provided. Pupils will then be given an information sheet on plant hormones, outlining further roles of auxin and gibberellins and also the role of ethene. Pupils will need to answer questions using this information. The final activity is a true/false task on the topics of plant hormones. The plenary task is for pupils to write a text message to their friends outlining what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
NEW AQA GCSE Biology (2016) - Plant hormones & responses HT

NEW AQA GCSE Biology (2016) - Plant hormones & responses HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an outline of the sorts of stimuli that plants response to - light, moisture & gravity - pupils are asked to think > pair > share why they think that it is important that plants respond to these stimuli. Pupils are then introduced to the term 'tropism' and are shown the sort of tropisms plants undergo due to light and gravity. Pupils will then watch a video on this topic and will need to answer questions whilst watching, this work can then be self-assessed once they have finished the video. Pupils will then be provided with posters of information which outlines the role of auxins during phototropism and gravitropism, using this information pupils will need to complete tasks on their worksheet. Once this task has been completed pupils can either self or peer-assess their work using the mark scheme provided. The final activity is an exam-style question which pupils should complete in silence and as an extra challenge they could try and complete it in the back of their books, not using any notes from the lesson. The work can then be self-assessed using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, using the list of key words provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
NEW AQA GCSE Biology (2016) - The eye HT

NEW AQA GCSE Biology (2016) - The eye HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. 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 :)
SWiftScience
Life Science Word Wall Bundle: Ecosystems, Cells, Animal Adaptations, etc.

Life Science Word Wall Bundle: Ecosystems, Cells, Animal Adaptations, etc.

This life science word wall bundle is a fun way for students to review vocabulary terms and includes all of the products listed below: Important: All these products sell for $25; as a bundle they are 40% off, for $14.95! This product includes the following 13 topics: ♦ Animal Adaptations ♦ Biomes ♦ Cell Cycle ♦ Cell Organelles ♦ DNA ♦ Evolution ♦ Food Chains ♦ Genetics ♦ Habitats ♦ Human Body Systems ♦ Life Cycles ♦ Macromolecules ♦ Plants
ScienceSpot
The Human Reproductive system

The Human Reproductive system

This bundle of 3 lesson presentations covers the details of the human reproductive systems as taught at KS3. Students will know the organs of both the male and female systems and their functions. There is a clear focus on the female system and how the menstrual cycle is involved
GJHeducation
KS3 Science/Biology - Cells extension questions

KS3 Science/Biology - Cells extension questions

4 sets of questions that test an stretch pupils on (specialised) cells and organelles. Perfect as follow-up/improvement work after an assessment, just cut up the sheet give every pupil one or two of the 4 questions.
jeroenvanos