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 :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. Students will then need to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary requires students to write three sentences to summarise 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 Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on pollination, students are asked to complete a ‘fill-in-the-blank’ task which outlines the roles of the male and female reproductive parts of the flower. This work can be self-assessed using the mark scheme provided. Next, students will need to watch a video on fertilisation, during which they will answer a set of questions. Once this task has been completed, students should self-assess their work using the mark scheme provided. Students will now study the structure and function of a seed, the first task is a memory test. Students will have a few minutes to study a diagram of a seed with the labels included, the labels will then be taken away and students will have a few minutes to recreate the diagram - including the correct labels. Students can check their work against the answers provided once this is complete. Next, students will be asked to ‘Think > Pair > Share’ their ideas on the conditions required for a seed to germinate. Students can firstly discuss their ideas in pairs, then they will need to note their ideas down on a mind map. The answers will then be revealed on the PowerPoint for students to check their work and make corrections. Lastly, students are given a set of sentences which contain true and false statements about what they have learned so far on pollination and fertilisation. Students will need to mark and correct the work, this task can also be self-assessed using the mark scheme provided. The plenary requires students to write a twitter message demonstrating what they have learned this lesson, making sure to #keywords. 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 AS-level Biology course, particularly the ‘Biological Molecules’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with an introduction to enzymes and a starter discussion to review the structure of amino acids and the quaternary structure of proteins. Students will then watch a short video and work independently to answer review questions from the video. The following slide offers brief answers to these questions so that students may self-assess. The lesson then progresses through a series of lecture style slides explaining enzyme involvement in chemical reactions, the structure of enzymes, and the two models of enzyme action. Following these slides, students have an opportunity to work in pairs to teach each other the two enzyme action models. The information for each student in their pairs is provided as the last slide in the lesson. Students should take notes on both models in their books and are encouraged to sketch a ‘cartoon strip’ style diagram as an extra challenge. Students are then asked to practise two exam style questions, worth 7 marks and 2 marks respectively. The slide following these questions offers a marking scheme so students may self-assess. After a short discussion on these two questions, students are tasked with a third exam question on enzyme action. This exam style question is attached as an additional resource for students to fill in the blank spaces as a worksheet which requires students to define important terms related to enzyme action. As a plenary task to complete the lesson and check understanding, students are asked to complete one of four sentences in their books. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Motion & Pressure’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 C1.2 Module on ‘Elements, Atoms & Compounds’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with student discussing the differences between atoms, compounds & mixtures and writing their ideas down, this is knowledge they should be able to recall from KS3. This is then explored further using an animation with questions that pupils are required to answer. After self-assessment of this task pupils are introduced to the definitions of each: atoms, elements, compounds and mixtures and will need to complete a fill-in-the-blank task to summarise. Pupils will then be given a selection of diagrams on the board, they will need to determine whether these diagrams are representing elements, compounds or mixtures. Once complete they can self-asses their work using the answers provided. The next part of the lesson introduces students to the idea of the periodic table, pupils will need to stick in a copy of it and then will be given a task sheet which can be completed using the names and symbols of the elements. The plenary task is a set of questions about what students 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 :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list of key words from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt 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 :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ 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 definition for different changes of state - melting, freezing & boiling. Students are then introduced to the idea of ‘impurities’ which can affect the melting/boiling point of a pure substance, i.e. addition of salt to a pan of water you want to boil. Next, students are shown a graph which shows how the temperature of a substance changes over time, as it is heated. Students will need to sketch the graph into their books, then using the labels provided they can annotate the graph to describe what is happening to the particles of the substance as it changes from a solid -> liquid -> gas. This task, once complete, can then be self-assessed using the mark scheme provided. Next, students are shown a diagram and given some information which helps to explain the energy changes which are occurring as a substance goes through changes of state from a solid to a gas. Students are then given the opportunity of conducting their own investigation to find the melting point of a solid substance, the results they collect from this investigation can be plotted onto a graph. The last two tasks are aimed at assessing students knowledge of what they have learned so far this lesson, firstly pupils will be given some date - from which they will need to plot a graph and answer some questions. This work can then be self-assessed using the mark scheme provided. Lastly, students are asked to complete an ‘Exam-style’ question which students can then either peer or self assess using the mark scheme provided. The plenary activity is a ‘Pick a Plenary’ - students will either summarise what they have learned during the lesson in 3 sentences or they will need to write definitions for a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins by students being shown a video of a laser show, students will need to note down their observations about how light travels. Hopefully students should identify that light travels in straight lines - a diagram can be shown to students to identify this. Students are also shown a diagram which demonstrates how shadows are formed. Next, students will be given the definition of a luminous and non-luminous object. Students will need to come up with their own examples of luminous and non-luminous objects and write their ideas down into their books, under two headings. This task can then be self-assessed using the mark scheme provided, as well as other suitable suggestions. Students will now be shown some pictures of objects which are either opaque, transparent or translucent, students should now ‘Think > Pair > Share’ their ideas about how to group these images. Hopefully, students should identify the three categories, this will be revealed as part of a class discussion. Students will now be given some time to come up with their own definitions for the terms: opaque, transparent and translucent and should come up with their own examples. This task can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on the speed of light, students will be given the speed of light and will be introduced to terms such as light-second, light-minute and light-year. Students will then be asked a question ‘What travels faster - light or sound? Give examples as evidence’. Students can discuss in pairs, writing their ideas down in their books. This can then be self-assessed using the mark scheme provided. The last task requires students to complete a ‘Progress Check’ - students will fill in the blanks to complete a paragraph of information summarising what they have learned today. This work can be marked and corrected once complete. Lastly is a true or false activity which students can either complete in their books or using mini whiteboards. The plenary task requires students to complete an ‘Exit Card’ to summarise three things they have learned, five key words and one question to their peers. 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 Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a ‘Think > Pair > Share’ task, asking students to consider why flowers are so important, they can discuss their ideas in pairs before feeding back to the class. The next activity involves students learning about the anatomy of a flower. Information sheets are firstly placed around the room, using these studenst will need to complete a worksheet which included labelling a cross-sectional diagram of a flower and completing a table to outline the functions of each of the structural features. The mark scheme for this task is included in the PowerPoint so students can assess their own work once they have completed the task. The latter part of the lesson focuses on pollination, students will firsty watch a video and during this they should come up with a definition of ‘pollination’. Their answers can be checked against the definition provided on the PowerPoint, any corrections can be made. Students are introduced to the idea of cross-pollination and self-pollination, as well as the idea that plants can either be cross-pollinated by wind or by insects. Students are then shown two plants - Himalayan Balsam and a Dandelion - and are asked to consider which may be pollinated by wind and which by insects, try to encourage them to use a description of the flowers structure in their answers. Lastly, students will need to use a set of statements to complete a table outlining the structural features of insect-pollinated plants vs. wind-pollinated plants. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. The plenary requires students to finish off one of the sentence starters provided, summarising 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis. To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information. The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide. The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets. The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage. The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide. The plenary task is to complete a sentence in their book reflecting on their learning throughout the lesson. All resources are included. 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 B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking the person next to them about 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 is a resource which meets specification points from the NEW AQA GCSE Physics 'Energy' SoW. Other lessons from this SoW can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils considering which of the energy resources are renewable or non-renewable. Pupils will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Pupils are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. **To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task**. Pupils can then peer-assess their work. The plenary activity is a past-paper question which involves analysing some data on the usage of different power stations between two time periods. The mark scheme is included, pupils can use this to either peer-assess or self-assess their answer. All resources are included. Please review, I would appreciate any feedback :). Thanks!

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘C1.3 Chemical Reactions’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains six pages of information, to meet learning objectives within the Year 7 ‘Chemical Reactions’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Chemical Reactions Word Equations Burning Fuels Thermal Decomposition Conservation of Mass Endothermic and Exothermic Reactions Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the plasma membrane begins with a quick discussion about the function of the cell surface membrane and the phospholipid bilayer. It also asks student to apply their knowledge to skin cells and solar radiation. This discussion continues by asking students about the cell surface membrane and directs them to a worksheet task to identify cell membrane molecules. Students should watch a short video and make notes on this same worksheet as they listen. To follow up on this introduction there are a few lecture slides to explain phospholipids, proteins, cholesterol, glycolipids and glycoproteins. Extra notes on each can be found below the slides. Students will then view an animation of the fluid mosaic model as whole and label a diagram accordingly. They can self-asses to the following slide. Another video is attached to help explain why the model is called a “fluid mosaic” model which students should also summarise on their worksheet. To synthesise their learning the students will work on a group task to build a 3D model using the “build a membrane” worksheet. When they have finished, they can practise once more through a true/false activity! The next task is to answer the questions on the cell membrane worksheet, they may self-assess to the mark scheme on the following slide. Not all cell membranes have the same composition, students should think>pair>share to discuss why this might be. Suggested answers are on the following slide. The plenary task is a fun anagram challenge to reveal key terms from the lesson, as an extra challenge they can define each term as well! All resources are included. 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 AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human gas exchange system begins with a review of gas exchange in plant leaves and insects, and the adaptations each have made in order to reduce water loss. The first task is to fill in the blanks in a paragraph describing gas exchange in mammals, particularly humans. Answers are on the following slide for self-assessment. Students are then introduced, slide by slide, to the features of human’s gas exchange system including the nasal cavity, trachea, bronchus, bronchioles and alveoli. Each slide has a diagram, description of the feature, and explanation of its role in gas exchange. The next task is to list the features of the efficient gas-exchange system in humans, at the epithelium of the alveoli. The adaptations of the alveoli are then expanded upon over the next few slides. Students will use the included worksheet to describe the on the ways which surface area, a permeable barrier, a thin barrier and maintenance of diffusion gradient make for efficient gas exchange. The plenary for this lesson is an anagram challenge! Students can uptake an extra challenge and define each unscrambled word as well. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.4 Module on ‘Space’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)