This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Using Our Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with a Think > Pair > Share task for pupils to consider the properties of gold, pupils can list them down and then share their ideas with the class. The property of gold being very soft is not always useful, especially when it is being used to make jewelery and so it is often mixed with another metal (e.g. platinum) to make it stronger. The concept of an ‘alloy’ is then introduced, as well as a definition and an explanation as to why alloys are useful. Some useful properties of alloys are listed - malleable, durable, strong, flexible - pupils need to come up with a a definition for each of these properties. Once this task is complete students can self-assess their work using the mark scheme provided. The next task for pupils to complete is ‘Who’s right for the job?’ - students will be given information on the properties of different metals, as well as a list of alloys needed for different jobs - used in jewelery/used to make airplane bodies. Students need to select the correct metals to make the alloys required, their work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on iron alloys specifically, firstly students will watch a video on iron alloys and will need to answer a set of questions - this work can then be self-assessed using the answers provided. The last task for pupils to complete is a table whereby students need summarise how carbon content affects steel and it’s properties, this work can also be self-assessed using the mark scheme provided. The plenary task requires pupils to spend a minute talking to 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly watch a video on the changes of state, this outlines processes students have covered in previous lessons as well as new processes such as evaporation, condensation and sublimation. Whilst watching the video, students will need to answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will now need to copy and complete a diagram to demonstrate the changes of state which occur between solids, liquids and gases. This work can be assessed using the mark scheme provided once it is complete. Students are now given an explanation of evaporation using the particle model, students can take notes on this process - including a particle diagram to depict the process. After this students are given a set of statements which either describe the process of boiling or the process of evaporation, students should sort these statements into the correct columns. The answers for this task are included on the PowerPoint for students to assess their work. Students will now be asked to ‘Think > Pair > Share’ their ideas on the factors which could affect the rate of evaporation. Once students have had a chance to discuss their thoughts, they should feed back to the class before the answers are revealed. Lastly is a ‘true or false’ assessment task, students need to read the statements and decide whether they are true or false. This work can be assessed using the mark scheme provided. The plenary requires students to spend a minute talking to 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a definition for a fuel and then students need to ‘Think > Pair > Share’ their ideas of examples of fuels they already know. The answers can then be revealed on the PowerPoint for students to self-assess their work. Students are then asked to think about the conditions required for things to burn, students can discuss their ideas with each other before feeding back to the class. The answers can then be revealed using the PowerPoint presentation. Students can now summarise what they have learned by completing a ‘fill-in-the-blank’ task, this task can be self-assessed once it has been completed, using the mark scheme provided. Next, students are asked - ‘What would happen if a glass was placed over a candle? And why?’ - students can discuss their ideas in pairs/groups before feeding back to the class. The answer can then be revealed using the answer provided on the PowerPoint presentation. Next, students are introduced to the idea of renewable v.s non-renewable fuels, students are given examples of non-renewable fuels and are then shown a video on hydrogen as a renewable fuel. During the video, students will need to answer a set of questions, this can then be marked and assessed using the mark scheme provided. Students will now conduct an investigation into the energy released by different types of fuel - candle vs. ethanol. Students will heat a boiling tube of water using both of these fuels for a set period of time, using a thermometer to check the temperature every minute they will determine which released the most amount of energy. Lastly, students are introduced to the idea of an ‘oxidation’ reaction - they can take notes in their books of examples of oxidation reactions. The plenary task requires students to spend a minute talking to 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 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 :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com 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 the human immunodeficiency virus begins with a starter discussion on immunity and vaccination. Students should discuss the features of a successful vaccination program, and why vaccination cannot often eliminate a disease. Students are then introduced to the structure of HIV and its function as a retrovirus. To explain the infection process students will watch a short video while answering questions in their books. Answers are available on the following slide for self-assessment. The next task is a worksheet for students to label and correctly describe each stage of HIV infection and replication. They can self-asses to the next slide. Students will then discuss the process by which HIV causes the symptoms of AIDS. The following slides explain the function of antibiotics and explain why these are not suitable for treating viruses. In order to introduce the ELISA test, students will watch two short animations and answer questions in their books. Answers are on the following slide for self-assessment. They should take thorough notes in their book, on two diagrams of indirect and direct ELISA. The plenary is to write a tweet demonstrating their learning, including #keywords! 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 C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly be introduced to carbon as being one of the main constituents of life, as it is present within many molecules inside the human body - DNA, carbohydrates, fats & proteins. Students will also be introduced to the idea of ‘carbon sinks’. Students will now watch a video on the carbon cycle, students will need to answer a set of questions whilst watching this video. This task can then be self-assessed using the mark scheme provided. Next, students will be given a ‘fill-in-the-blank’ task to complete using the key words provided on the PowerPoint presenation. Students can self-assess their work using the mark scheme provided once this task is complete. Next, students will watch another video on the processes involved in the Carbon Cycle. Whilst watching this video they will be given a number of captions, which they will need to use in oder to fill in blanks on a worksheet. This task can be self-assessed using the mark scheme provided, once it is complete. Lastly, students will be given a series of pictures and words/descriptions which they need to use in order to construct their own poster of the carbon cycle, they will need to add arrows to demonstrate where the carbon is moving from and to. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. The final task requires students to read of piece of information, using this they should discuss and write down some changes that we could implement at home, and on a national scale, to help reduce our carbon emissions. The plenary is a ‘pick a plenary’ task, students will either choose to write down a summary of what they have learned this lesson in three sentences, or they may choose to write definitions for a set of key words 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 :)

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 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 Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process. Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided. Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work. Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast. Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own work using the mark scheme provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #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 Trilogy Chemistry GCSE, for more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a description of an exothermic reaction, including examples such as the thermite reaction and the screaming jelly baby reaction. This includes link to videos to demonstrate the energy transfers which are taking place during these exothermic reactions. Pupils are then asked to think>pair>share ideas about what an endothermic reaction might be and to come up with any examples if they can. Once students have had chance to discuss in groups, they can feedback to the class for a brief class discussion before the answer and examples are revealed using the PowerPoint presentation. The next part of the lesson requires pupils to undertake an investigation into different reactions, they will identify whether three different chemical reactions are either endothermic or exothermic bu measuring the temperature change for each of them. Students should follow the instructions included and record their results in the table provided. Students are now introduced to energy level diagrams to explain what is happening during an endothermic and exothermic reaction, they can sketch an example of each in their books for future lessons on energy profiles. The next part of the lesson will be a progress check, students should answer in their books and the work can be self-assessed using the answers provided. The last part of the lesson is on uses of endothermic and exothermic reactions in products, students will each be given a card of information. They will need to share their information with others to complete a table in their books to describe each of the products, identify if it is an endothermic or exothermic reaction and evaluate the advantages and disadvantages. The plenary task is for pupils to come up with their own product which uses either an endothermic or exothermic reaction. Thank you, leave any questions in the comment section :)

This 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 Students will firstly be given a recap on the definition of a polymer and an explanation of the factors which can affect the properties of a polymer. Pupils are then given some information about high-density polyethene and low-density polyethene, they will need to use this information to complete a worksheet of questions. This work can then be self-assessed using the mark scheme provided. Pupils will now complete an investigation into the modification of polymers by finding how the quantity of borax solution can affect the properties of slime, they can record their observations in a table in their books. Next, students are introduced to the processes of thermosetting and thermosoftening polymers with a video - using the information in the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The last task is a ‘Quick Check’ task - pupils will need to answer a set of questions about what they have learned this lesson. Their work can then be self-assessed using the mark scheme provided in the PowerPoint. The plenary is a ‘Pick a plenary’ activity which requires pupils to either unscramble a set of anagrams or write a summary sentence for the lesson using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA 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 resource meets specification points for the new AQA Trilogy GCSE Biology ‘Cells’ SoW. For other resources designed for the NEW AQA Trilogy GCSE Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by getting pupils to think about what diffusion is and then giving them the scientific definition for the process. Pupils will then need to read statements about the stages of diffusion, look at diagrams demonstrating these stages and match them together in their books. This activity will be self-assessed using the answers in the PowerPoint presentation. Pupils will then need to think > pair > share about the factors they think will affect the rate of diffusion. Once they have come up with their own ideas and shared them as a class you can show them the animation provided to demonstrate how concentration of particles and size affects the rate of diffusion. Pupils are then asked to consider how temperature might affect the rate, you can demonstrate this affect using the link to another animation which demonstrates this effect. Pupils will then complete a fill-in-the-blank task to demonstrate their knowledge of how these different factors affect the rate of diffusion, which can be self-assessed using the answers provided. Pupils will then look at the importance of diffusion in living organisms and specifically the types of adaptation organism might have to speed up the rate of diffusion. The final activity is a past-paper questions, when completed pupils will self-asses using the mark scheme. The plenary activity is quick past-paper question to complete and mark.

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 a video on inheritance, students should watch the video and whilst watching this they will answer a set of questions about chromosomes and where these structures are found within a cell. Once this task is complete, students can self-assess their work using the mark scheme provided. Next, students are introduced to the idea of a gene. Students will be given the definition of a gene and will then need to complete a ‘Memory Test’ task which helps students to identify the locations of genes, chromosomes, the nucleus and cell membrane. Students will get a few minutes to study this image, they will then need to recreate it in their books. This task can then be self-assessed using the mark scheme provided. Next, students are shown another image, they will need to use what they have learned so far this lesson to identify the different structures. They can discuss their ideas in pairs before the answers are revealed using the PowerPoint. Students will then need to complete a ‘Who Am I?’ task, - matching the names of structures to the correct description. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be shown a diagram to depict how fertilisation takes place, a sperm and egg cell meeting, nuclei fuse and genetic material joins together to form an embryo where each body cell (except sex cells) contains 46 chromosomes. Students could sketch a diagram of this in their books. Lastly, students will watch a video on the discovery of DNA by Watson & Crick. Whilst watching the video they will need to answer a set of questions, once this task has been completed students should self-assess their answers using the mark scheme provided. The plenary task is an ‘Anagram Challenge’ - students would need to unscramble a set of words to reveal 6 key words from this lesson. There is an ‘Extra Challenge’ task for students to come up with a definition for each of these key words, the answers to the anagrams are included. 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 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 in exchange systems begins by asking students to think of example of exchange systems and the substances which would need to be exchanged. The next slide demonstrates the differences in exchange process for single and multicellular organisms. Notes are available under the slide for discussion. Using the pictures on the slides, students will then identify some examples of substances that need to be interchanged between a living organism and its environment. Those images are then ordered specifically on the next slide to demonstrate SA and body size. If multicellular organisms relied on diffusion, they would die, so they have evolved in other ways! Students should identify these evolved features in their next task. They will fill a table out to explain how each feature functions to help organisms exchange the substances they need. They should be able to identify why multicellular organisms need specialised exchange surfaces or systems. The next slides explain Fick’s Law and define important terms before asking students to calculate the surface area of cells. Answers for self-assessment are on the following slide. Students will then complete lab task CP8 to engage with the effect of SA:V ratio on the rate of diffusion. Materials and method are explained on the slides. Exam-style summary questions are included to consolidate the lab task with lecture notes, and answers for self-assessment are on the following slide. As a plenary, students will spend 60 seconds speaking with the person next to them about what they learned from the lesson over all. 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 begins by reminding students of the four general things that need to be exchanged between an organism and their environment and the three factors which may affect the rate of diffusion. This discussion leads into the first few slides which explain how an organism like an amoeba gets the substances it needs. A worksheet is included for this lesson for students to complete as they take notes throughout. An amoeba is used as an example of a unicellular organism, which is then compared to insects. The following slides explain the basic form and function of insects, then the process by which they exchange water and O2. Students should take thorough notes on the spiracle, trachea and tracheoles in their books. The slides in this lesson are lecture based and very detailed, students will want to be sure they have a good understanding of the three ways that respiratory gasses move in and out of the tracheal system. The slides explain that gasses move along a diffusion gradient, through mass transport, and as the tracheoles fill with water. A quick check of exam-style questions and mark scheme follows to help students assess their learning. The plenary task is a true or false activity! 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 :)