NEW AQA GCSE Biology - 'Homeostasis' lessons

NEW AQA GCSE Biology - 'Homeostasis' lessons

This bundle of resources contains 12 lessons which meet all learning outcomes within the 'Homeostasis' unit for the NEW AQA Biology Specification. Lessons include: 1. Principles of homeostasis 2. The human nervous system 3. Reflex actions 4. The endocrine system 5. The control of blood glucose levels 6. Treating diabetes 7. The role of negative feedback 8. Human reproduction 9. The menstrual cycle 10. Controlling fertility 11. Infertility treatments 12. REQUIRED PRACTICAL: Reaction Time The lessons contain a mix of differentiated activities, progress checks, extra challenge questions and exam questions plus more than one opportunity, per lesson, for self/peer red-pen assessment of tasks.
SWiftScience
NEW AQA Biology GCSE (2016) The brain HT

NEW AQA Biology GCSE (2016) The brain HT

This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and specifically for the higher tier. 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 an overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. 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 Trilogy (2016) Biology - The endocrine system

NEW AQA GCSE Trilogy (2016) Biology - The endocrine system

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 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology – Adaptations

NEW AQA GCSE Trilogy (2016) Biology – Adaptations

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 students completing a think > pair > share on the types of environments in which organisms live around the world. After a short discussion with the class about the sorts of environments they are aware of, you can move the PowerPoint slide on to identify the types of biomes present on Earth. The next activity is a copy and complete activity on survival and reproduction as a recap, after pupils have completed this task they can self-assess their work using the answers provided. Next pupils will be introduced to adaptations, pupils will then watch a video on adaptations and answer questions using the information provided. Once they have completed this task they can mark their work using the answers provided. Pupils will now read information posters around the room (resources provided at the end of the lesson) and will use this to complete adaptation profile cards for animals and plants from arctic and desert conditions. The next part of the lesson will focus on extremophiles, pupils will read an article on extremophiles and will read through and underline the descriptions of particular extremophile adaptations. Once this work has been self-assessed pupils will move on to an exam-style question on adaptations, once this task has been completed pupils can either self-assess or peer-assess their work. The plenary task is for pupils to write three quiz questions on 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - The role of negative feedback

NEW AQA GCSE Trilogy (2016) Biology - The role of negative feedback

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 starts by recapping on the role of negative feedback systems in homoeostasis, pupils will need to complete a flow diagram to demonstrate how a negative feedback system works. This can be completed in their books and marked using the answers provided. The next part of the lesson focuses on thyroxine and adrenaline, pupils are reminded of the roles of each of these hormones and they will then be given some extra information (provided) using which they will need to answers some questions on the topic. Detailed answers are provided for these questions so that pupils can check their work by either peer or self-assessment. The next activity is a 'who am I?' task, pupils will have covered a range of hormones by this point and will now be given a set of descriptions about different hormones, they can discuss with their partners and try to identify the names of each of them. Once completed this work can be assessed. The final task is an exam question about hormones, with the mark scheme provided. The plenary task is for pupils to write a text message to a friend describing what they have learnt in the lesson today! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
NEW AQA GCSE Trilogy (2016) - The menstrual cycle

NEW AQA GCSE Trilogy (2016) - The menstrual cycle

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 starts by pupils watching a video about the organs and hormones involved in the menstrual cycle, during which time they will need to answer questions on their worksheet. This work can then be red-pen assessed once they have finished. Pupils are then shown a set of diagrams which goes through the steps involved in the menstrual cycle, using the diagrams pupils are asked to discuss in pairs what they think is happening. After a short class discussion pupils will be given the series of diagrams and a set of jumbled statements, they will need to match the statements to the correct diagram to accurately describe what is happening in the menstrual cycle. **For higher ability pupils you may want to just give them a set of key words for them to write their own statements below the diagrams**. To summarise the role of each of the hormones in the menstrual cycle the next activity is a table and a set of key words, pupils need to fill in the blanks using the key words to correctly describe the role of each hormone. This can be assessed using the answers provided in the PowerPoint presentation. The next activity is a true or false activity on what pupils have learnt about this lesson, the plenary activity is a past-paper question on the hormone levels during pregnancy. The mark scheme for both these activities is provided for pupils to red-pen their 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - The history of genetics: Mendel HT

NEW AQA GCSE Trilogy (2016) Biology - The history of genetics: Mendel HT

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 :)
SWiftScience
NEW AQA Trilogy GCSE Biology (2016) - Principles of Homeostasis

NEW AQA Trilogy GCSE Biology (2016) - Principles of Homeostasis

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 :)
SWiftScience
NEW AQA Biology GCSE (2016) The brain HT

NEW AQA Biology GCSE (2016) The brain HT

This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and specifically for the higher tier. 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 an overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. 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 Trilogy (2016) Biology - Reflex Actions

NEW AQA GCSE Trilogy (2016) Biology - Reflex Actions

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 Pupils will start the lessons by considering why a reflex action is important to living organisms and asking pupils to consider any examples they can think of. After revealing the importance of reflex actions and come examples, the slides then move on to look at the pathway an electrical impulse takes along a reflex arc. Pupils will delve a little deeper into this by watching a video, during which they can answer questions. Once this has been completed they can self-assess their work using the answers provided. This process can also be summarised using a copy and complete exercise. Next, the lesson focuses on synapse, a diagram of a synapse is shown with key details labelled, there is also a link to an animation that can be shown to demonstrate what occurs at the gap between neurons. After this has been demonstrated pupils are then asked to complete some tasks to show their understanding of what occurs at a synapse. The next activity involved a set of statements which are muddled up, pupils need to put them into the correct order to correctly describe the steps involved with a reflex arc. Once this has been completed pupils can assess their work using the model answer provided. The final activity is a past-paper question which can be printed for pupils or they can complete in their own books, this needs to be self or peer assessed once complete. The plenary task is for pupils to pick a task - either to summarise the work from the lesson using a list of key words or for pupils to come up with questions for the list of answers that are 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 - 'Homeostasis' lessons - HT only

NEW AQA GCSE Biology - 'Homeostasis' lessons - HT only

This bundle of resources contains 9 whole lessons which meet all learning outcomes for the higher tier, separate science modules within the 'Homeostasis' unit for the NEW AQA Biology Specification. Lessons included: 1. The brain HT 2. The eye HT 3. Common problems of the eye HT 4. Plant hormones & responses HT 5. Using plant hormones HT 6. Controlling body temperature HT 7. Removing waste products HT 8. The kidney HT 9. Dialysis & kidney transplants HT The lessons contain a mix of differentiated activities, progress checks, extra challenge questions and exam questions plus more than one opportunity, per lesson, for self/peer red-pen assessment of tasks.
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - Types of reproduction

NEW AQA GCSE Trilogy (2016) Biology - Types of reproduction

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 recap on genes and inheritance with a fill in the blank task, pupils can then mark their work using the mark scheme provided. The first task is on sexual reproduction , pupils will watch a video and will need to note down any facts about sexual reproduction that they can remember from the video. They can then assess their work given the list provided. Pupils will then be given a list of questions and will watch a second video on asexual reproduction, pupils will then need to answer questions about asexual reproduction using the video. The answers to these questions can be assessed using the mark scheme provided. The next activity requires pupils to copy down a flow diagram, filling in the blanks, to show how male and female gametes fuse together during fertilisation and develop into an embryo. This task focuses on chromosome numbers during this process. Pupils will now be provided with a set of jumbled statements, pupils will need to sort the statements into correct columns - they are either describing asexual or sexual reproduction. Pupils can mark their work using the answers provided. The final activity is for pupils to answer an exam-style question on this topic, they can complete this in silence and at the back of their books to challenge them further. This work can then be assessed using the mark scheme. The plenary activity is for pupils to unscramble the anagrams to reveal 6 key words taken from the lesson. The plenary activity is for pupils to summarise the 5 main key words they have learnt that 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 Trilogy (2016) - The human nervous system

NEW AQA GCSE Trilogy (2016) - The human nervous system

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 by looking an organism - a cat- and asking pupils to think about the types of stimulus the cat might respond to in it's environment, plus which organs it needs to sense these stimuli. Pupils will brainstorm their ideas and then self-assess their work once the answers are revealed, additionally they will answer an exam question on this topic. Next, pupils focus on the effectors and their role in the nervous system. Pupils will be provided with a description of the role of muscles and glands as effectors and will then need to complete an exam question to assess their knowledge, mark scheme provided for either peer or self-assessment. The next part of the lesson will focus on neurons, firstly a diagram of a neuron cell is shown and pupils need to think about how this cell is similar and different to a normal animal cell. Pupils may discuss this in pairs and try and come up with an answer before the mark scheme is revealed. Sensory and motor neurons are now introduced via an animation, pupils can look at the pathway the electrical impulse travels as it moved around the nervous system. Pupils will use this to then copy and complete a summary to describe this process, when completed this can be self-assessed. The final activity is for pupils to copy and complete a table to sum up the main functions of each part the human nervous system either by using a card sort or by putting the statements on the board. This can then be peer or self-assessed when complete The plenary activity is for pupils to summarise the 5 main key words they have learnt that 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 Trilogy (2016) Biology - Human Reproduction

NEW AQA GCSE Trilogy (2016) Biology - Human Reproduction

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 starts by pupils discussing what they think might be some differences between primary and secondary sexual characteristics in males and females. Once they have brainstormed their ideas and you have carried out a short classroom discussion you can identify the differences between these two sets of characteristics. The next slide provides students with a long list of statements describing secondary sexual characteristics of both males and females, pupils will need to sort the statements into two columns - male female - some will go into both. Once finished pupils can assess their work using the answers. Now pupils will look at the structures found in both male and female reproductive systems and the roles they play. Pupils will be shown a diagram to demonstrate these parts and then pupils will be given a blank worksheet and a set of jumbled statements, they will need to match the structures to the correct part on their diagram. This work can then be assessed to check they have correctly matched the organs and functions. Pupils will now watch a video introducing the menstrual cycle, using the video pupils will need to try and write a describe the roles each of the female hormones - oestrogen, progesterone, FSH, LH - plays in the menstrual cycle. If pupils weren't able to get down a detailed answer they can mark and correct their work using answers provided. The final activity is an exam-style question, along with the mark scheme to check their 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - Variation

NEW AQA GCSE Trilogy (2016) Biology - Variation

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 with students given some pictures of a range of people that look differently to one another, students will need to think > pair > share what the differences are between these people and the reasons why they look different to each other. Pupils will then be introduced to the difference between examples of inherited and environmental characteristics. Firstly pupils will focus on inherited characteristics, the students will need to complete a mind map in their books of the traits they have inherited from their parents (or from grandparents). As an extra challenge pupils can consider why they do not look identical to either parent. The next task will focus on environmental characteristics, pupils will need to draw a table in their books and they will need to sort examples of environmental factors with the type of environmental variation they cause into the table correctly. This work can be self-assessed once it is is complete using the answers provided. For the next activity pupils will be given a card sort of different examples of variation, e.g. height, freckles, eye colour, tattoos. Pupils will need to sort these cards into a Venn diagram in their books - just inherited variation, just environmental variation or potentially caused by both. This work can be self-assessed once it is complete. The next part of the lesson focuses on types of data - continuous or discontinuous. Pupils are firstly shown the difference between the two and then they will need to complete a worksheet to assess their understanding on this. Once completed the worksheet can be self or peer assessed. The final task is for pupils to get into teams (or be sorted by the teacher into teams) and they work their way around the room filling in information about themselves for different types of traits (e.g. handedness, foot length, whether they can roll their tongue). Pupils will assigned one trait each and will need to produce a graph of the class results. This will test their understanding of continuous vs. discontinuous data and how this should be represented in a graph format. The plenary task is for pupils to consider a world where there was no variation and discuss the advantages and disadvantages of this world, trying to use some of the 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 Chemistry (2016) - The structure of an atom

NEW AQA GCSE Chemistry (2016) - The structure of an atom

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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - Theories of evolution HT

NEW AQA GCSE Trilogy (2016) Biology - Theories of evolution HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW 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 Pupils will firstly be given, in pairs, information about Lamarck's and Darwin's theories of evolution. In pairs students will need to explain each theory to each other and discuss the merits and downfalls of each. The next task required pupils to summarise the main points of each of the scientists theories in a table, this work can be self-assessed against the answers provided. Pupils will then be asked to consider the flaws in Lamarck's theory, pupils will be asked to come up with a question to ask Lamarck about his theory and to discuss in pairs what they think the potential flaws of this theory could be. Once you have gone through pupils' ideas as a class you can reveal some of the problems with this theory of evolution. The next part of the lesson focuses on Darwin, firstly pupils will be asked to copy and complete sentences to summarise the main ideas from Darwin's theory of evolution. Once this task is completed and marked, pupils will go on to look at why Darwin's ideas were not published or accepted straight away. Pupils will be provided with some information but they will also need to use their own knowledge to answer a set of questions provided on a worksheet. Once this task is complete, a detailed mark scheme has been provided for pupils to either self or peer assess their work. The very last task is an exam-style question, pupils will need to complete this in their books (at the back of books without notes for a stretch and challenge) and self or peer-assess using the mark scheme once they have finished. The plenary task is for pupils to summarise what they have learnt in the lesson using the 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 Trilogy (2016) Biology - Evolution & speciation HT

NEW AQA GCSE Trilogy (2016) Biology - Evolution & speciation HT

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW, 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 with a think > share > pair task on the definition of a species, pupils ca try and come up with their own definitions before you reveal the true answer. The next part of the lesson focuses on Alfred Russel Wallace and his work on the theory of speciation. Pupils will need to watch the video on Wallace and using the video come up with a timeline or notes on the life events and work produced by Wallace in his lifetime. Once this task is complete pupils can compare what they have written against success criteria provided, pupils can mark, correct and add any important notes using the criteria. The next part of the lesson focuses on the process of speciation, firstly pupils will need to watch a video about organisms which are separated and the develop certain characteristics depending on the environment they are living in. The second video provides a more detailed description of how speciation occurs, pupils will need to answer questions whilst watching this video. Pupils can mark their work using the mark scheme provided once they have completed this task. The next task is a card/statement sort, pupils will need to place the statements provided (can cut out as a card sort) into the correct order to describe the process of speciation, once pupils have completed this task they can mark their work. The final activity is an exam-style question on speciation, pupils will need to complete the exam question in their books (at the back without notes as an extra challenge). Once pupils have completed the exam question they can self or peer assess their work using the mark scheme provided. The plenary task is for pupils to write a twitter message by Alfred Wallace about his work on the theory of speciation. 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 - 'Inheritance, variation & evolution' lessons - HT only

NEW AQA GCSE Biology - 'Inheritance, variation & evolution' lessons - HT only

This bundle of resources contains 9 whole lessons which meet all learning outcomes for the higher tier, separate science (biology only) modules within the 'Inheritance, variation & evolution' unit for the NEW AQA Biology Specification. Lessons included: 1. DNA structure & protein synthesis 2. Gene expression & inheritance 3. Cloning 4. The history of genetics: Mendel 5. Theories of evolution 6. Evolution & speciation Lessons contain a mixture of differentiated material, progress checks, extra challenge questions, exam questions and every lesson has at least one opportunity for self/peer red pen assessment
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - The endocrine system

NEW AQA GCSE Trilogy (2016) Biology - The endocrine system

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 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - Meiosis

NEW AQA GCSE Trilogy (2016) Biology - Meiosis

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 starts with a recap from the previous lesson showing gametes fusing during fertilisation and the changes in chromosome numbers. The first task is for pupils to watch a video and answer a set of questions whilst they are watching, once the video is complete they can assess their work using the mark scheme provided. Pupils will then be given a worksheet with a diagram of meiosis occurring and statements where pupils will need to fill in blanks to complete the correct steps in the process. Pupils can assess their work using the answers provided. Pupils will then be shown the different between diploid and haploid cells and how this can be depicted in a diagram, they will be shown the changes that occur going from two haploid gametes to a diploid zygote. The next activity is for pupils to sort statements into two columns - mitosis or meiosis. Once this activity has been completed pupils can mark their work using the answers available. Pupils will now complete a quick check, pupils will answer questions about the topic of meiosis into their books. For higher tier pupils they can be challenged by completing the questions at the back of their books without using their notes. Once completed the work can either be self-assessed or peer-assessed. The final activity is an exam-style question which higher ability pupils can complete at the back of their books, this can then be assessed usng the mark scheme provided. The plenary activity is for pupils to pick a plenary between summarising the work from the lesson in three sentences or writing a definition for a set 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 :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology - Evolution of antibiotic resistant bacteria

NEW AQA GCSE Trilogy (2016) Biology - Evolution of antibiotic resistant bacteria

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 with a introduction to the development of antibiotic resistant bacteria, this is looked at more closely with a video. Whilst watching the video pupils will need to answer questions, this work can be self-assessed using the marking criteria once complete. Using the knowledge of how bacterial populations develop resistance to antibiotics pupils can complete a cartoon strip to demonstrate how this process occurs. Pictures for each stage will be provided, pupils will be required to complete the captions boxes for each depiction choosing from a list of key words to include. The next part of the lesson focuses on preventing antibiotic resistance, pupils can draw a table in their books and in pairs or in groups will be given some cards of information on the different ways to prevent the development of antibiotic resistant strains of bacteria. Pupils will need to use this information to complete their table. The last focus of the lesson is on the spread of MRSA within a hospital setting and how hospitals have responded to the crisis. Pupils will be given a set of newspaper reports, they should read them through in pairs or in groups and use them to answer a set of questions. Pupils can self-assess their work against the marking criteria once they have completed this task. The final task is a set of exam-style questions on this topic, pupils of a higher ability should complete this task at the back of their book and try not use their notes to help them. Those students of lower ability can discuss the answers with their partner if necessary. Once completed students can use the mark scheme to assess their work. The plenary task is for pupils to come up with three quiz questions to test their classmates knowledge of what they have learnt this lesson. If there is time you could ask some pupils to read out their questions for a mini-quiz at the end 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 :)
SWiftScience
NEW AQA GCSE Triology (2016) Biology - Extinction

NEW AQA GCSE Triology (2016) Biology - Extinction

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 video and a set of questions which pupils will need to answer about extinction and try and come up with a definition for this term. Once completed pupils can check their work against the answers provided on the PowerPoint. The next activity is for pupils to think > pair > share ideas about the sorts of changes that might occur within an organisms environment to bring about extinction. Pupils can discuss with their partner and create a mind map of their ideas in their books. Once pupils have completed this you can reveal some of the reasons for environmental change on the PowerPoint slide and pupils can check what they have got against the answers, adding in any they didn't manage to get. The next activity is for pupils to read some cards of information about the causes of extinction, pupils can work in pairs or groups to read through these causes and summarise each one in their books. To put thees causes into context, the next activity is for pupils to look at examples of organisms which are at the brink of extinction and the reasons why. Pupils will be given a set of cards with information about a range of animal and plant organisms which are at different stages on the IUCN red list. Pupils will need to complete a table of information to describe the habitat and reasons why four of these organisms are endangered. The last part of the lesson will focus on mass extinctions, pupils will watch a video and answer questions about the causes and repercussion of mass extinction events. Once completed pupils can mark their work against the assessment criteria. The plenary activity is for pupils to pretend they are a conservationist campaigning to protect an organism of their choice, they need to write a twitter message to their followers to raise awareness of the factors which may be critically affecting the organism. 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