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 :)

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. 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 :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ 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 differences between solids, liquids and gases in terms of the arrangement and movement of particles in each of these states of matter. Pupils complete a card sort activity to assess their knowledge on this topic and they can then self-assess their work using the answers provided. The next part of the lesson focuses on the transitions between states of matter, pupils are firstly reminding of the definitions of melting point, boiling point and freezing point. They will then watch a video on the the transition between states of matter, they will need to answer a set of questions whilst watching the video. This work can be assessed using the answers provided in the PowerPoint presentation. Using the knowledge from this task pupils can then consider why different substances have different melting/boiling points and why adding impurities to a substance may affect the melting/boiling point of a substance. The next part of the lesson focuses on energy transfers transfers between states of matter, pupils will firstly label a graph with statements to demonstrate what is happening to a substance as it is heated up over time. Pupils then consider, in depth, what is happening to the particles over this period of time, they can think > pair > share their ideas before the answers are revealed within the PowerPoint presentation using diagrams to illustrate the point. Pupils will then complete a set of questions on energy transfers between states of matter to assess their knowledge on the subject. This work can then be either self or peer assessed using the answers provided. The last part of the lesson is a task where pupils need to consider the limitations of the particle model of matter, again pupils can discuss in their groups what ideas they have on limitations of the model before some examples are revealed at the end of the presentation. The plenary task is for pupils to write a twitter message about what they have learnt today, including as many keywords as possible. 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 begins with a review discussion of antibodies. Students should describe the structure and function of antibodies in addition to the roles of plasma and memory cells. Students are then introduced to the function of vaccines a simulation of immune response through a descriptive graph. They should take notes of the following slides which define immunity, both passive and active. The two forms of immunity are also described as a flowchart, students will use this chart to help them complete the first task of the lesson! Answers are available on the following slide for self-assessment. The second task is to copy and complete a table to summarise active and passive immunity. The next slides introduce the three main types of vaccines, students should take good notes before answering an exam style question. Answers are available on the following slide for self-assessment. Students will then think>pair>share to discuss the features of a successful vaccination program. They should consider side effects, administration, production, and herd immunity. Herd immunity is then defined and used to explain historical examples of population-wide vaccinations. Students will use these slides to inform the next task, in which they’ll be asked to consider why a vaccine may fail to eliminate a disease. They will be given a short reason and asked to describe why this reason impacts immunity. Answers for self-assessment are available on the following slide. The plenary task for this lesson is to create a keywords list from the lesson overall. 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 Trilogy Chemistry GCSE, particularly the ‘Chemical changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an worked example of how to balance equations, after this pupils are asked to complete a fill-in-the-blank task to summarize the importance of balancing equations. This work can be assessed using the answers provided on the PowerPoint presentation. There are two further worked examples for the teacher to go through using the PowerPoint presentation, pupils will specifically look at the number of atoms of each element on each side of the equation to decide whether it is balanced or not. If it is not balanced then the class can discuss how to go about balancing it and pupils can attempt to answer the problems. The next worksheet is a set of equations, for each one the student must add up the number of atoms of each element on each side of the equation to decide if the equation is balanced or not. If it is not balanced students can have a go at balancing it, pupils can self-assess their work using the answers provided on the PowerPoint presentation. Finally pupils can have a go at balancing a list of equations, again the answers will be provided for pupils to assess their work. The next part of the lesson pupils will look at reacting masses, pupils will be shown how they can use a balanced symbol equation to work out the reacting masses Pupils will be shown a worked example first, then be given the steps that they need to carry out the calculations themselves. Pupils will then be given a worksheet of problems to work their way through, this work can be self-assessed using the answers in the PowerPoint presentation. Pupils will then be given a set of slightly harder problems to work through, these can be skipped for lower ability classes but would be useful to higher ability classes. The last part of the lesson focuses on teaching students to use the masses of reactants to work out the balanced symbol equation for a reaction. Again, pupils are shown a worked example and given a set of steps to help them to complete the problems themselves. They will then be given a worksheet to complete a set of problems. The plenary task requires students to write a twitter message on what they have learned about quantitative chemistry. 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 for the NEW AQA GCSE Biology specification, covering specification points within the ‘Infection and Response’ module. For more resources aimed at the NEW AQA GCSE specifications please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This resource contains the PowerPoint for the lesson, the resources are found at the end of the PowerPoint. The lesson begins with considering what is important in a new medicine and what scientists need to think about when developing new medicines. This goes on to define some of the key factors such as safety, efficacy & stability. Next, is an introduction of how a vaccination works, pupils will watch a video and answer questions on a worksheet. Pupils will self-asses their work. Pupils will then complete a cartoon strip of how a vaccination works, trying to use as many key words as possible. Pupils should self-assess their work against correct use of key terminology. The plenary will test the pupils knowledge of their ability to describe how a vaccine works. They will need to turn to the back of their books and describe how a vaccine works, using as many of the key terms as possible. Resources are all found at the end of the PowerPoint. Enjoy :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work. The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to think about the structure of the leaf, and how it is adapted for its function of photosynthesis. Students will watch a video about these various adaptations, and will need to answer a set of questions whilst watching. This task can then be self-assessed using the answers provided in the PowerPoint presentation. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

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 The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 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 :)

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. This lesson begins with an introduction to the three main acids and their chemical formulae - nitric acid, hydrochloric acid and sulphuric acid - students are asked to identify what the three compounds have in common. Students should hopefully identify that they are contain hydrogen atoms. This then leads onto the next slide where students are introduced to the idea of a salt - the compound which forms when an acid and a metal react together. Students are given some information about this reaction and about salts, using this information students will need to answer some questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students will then watch a video of a metal reacting with an acid, whilst students watch this video they are asked to write down any observations they make about the reaction, as well as think about what is happening that we can’t see/hear/feel. Students are now shown the word equation for magnesium metal reacting with hydrochloric acid and zinc metal reacting with hydrochloric acid, students are asked to think about the pattern with the products formed from these reactions. Hopefully, students can identify that a salt + hydrogen is formed in each one. Students are now asked to copy and complete a set of word equations for several more metal + acid reactions. This work can be self-assessed once complete. Next, students will conduct an investigation into how different metals react differently with acids. Students will test five metals - copper, iron, zinc, lead and magnesium - with hydrochloric acid. Hopefully, by completing this investigation they will be able to successfully place the metals in order of reactivity, this can be checked using the answers provided on the PowerPoint. Lastly, students need to be able to describe the test for hydrogen gas. Students will firstly be asked to ‘Think > Pair >Share’ their ideas about how this may be carried out, before watching a video to check whether their ideas were correct. Students can then make a note of this test in their books. The plenary task requires students to write a list of key words which were learned 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 :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ 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 are firstly introduced to the idea of a displacement reaction using an example of aluminium and iron oxide, pupils will then be given a list of chemical reactions and for each one students will need to decide whether a displacement reaction will occur. Students will now conduct an investigation whereby they will place a metal - copper, magnesium, iron and zinc - into copper sulphate solution and observe what happens. Using the results from this investigation, students should decide on the order of reactivity of these metals. Students are now given another list of reactions, for each one students need to now decide if a displacement reaction will take place and if so write out the word equation for each. Students can mark their work using the answers provided. The next part of the lesson focuses on oxidation and reduction, firstly students are provided with a definition of these two processes. They are then shown how to write an ionic half equation to demonstrate what is happening what is happening during a displacement reaction, which metal has been oxidised and which has been reduced. Pupils need to complete the ionic half equations for a list of reactions, pupils can assess their work against the answers provided on the PowerPoint presentation. The last task is a progress check, students need to work their way through a set of questions to assess what they have learnt this lesson. The answers to which are included on the PowerPoint slides forstudents to self-assess or peer-assess their work. The plenary task is for pupils to write a twitter message about what they learnt this lesson, no more than 140 characters and #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 is a bundle of whole lessons and resources which meets all specification points for the NEW AQA GCSE Chemistry Combined Science Trilogy course for the ‘Organic Chemistry’, ‘Chemical Analysis’, ‘The Earth’s Atmosphere’, ‘The Earth’s Resources’, ‘Using our Resources’ SoW. This bundle includes 28 lessons, which is around 10 weeks worth of work, with all additional resources included. The lessons contain a mix of differentiated activities, progress checks, extra challenge tasks, exam-style questions and more than one opportunity, per lesson, for self/peer red-pen assessment of tasks as answers/mark schemes have been provided within the PowerPoint slides. I have published a similar ‘Big Bundle’ of lessons for the AQA GCSE Biology Combined Science Trilogy course. I have had many purchases of this big bundle along with 6 detailed 4-5* reviews, see link for further details:https://www.tes.com/teaching-resource/new-aqa-gcse-biology-big-bundle-cells-organisation-infection-and-response-bioenergetics-lessons-11701963. This bundle is of a similar standard! I have also published a bundle of lessons for the first half of the AQA GCSE Chemistry Combined Science Trilogy course: https://www.tes.com/teaching-resource/new-aqa-gcse-chemisty-big-bundle-atoms-bonding-quantitative-chem-electrolysis-rates-of-reaction-12170683 Thank you for looking, please ask any questions via the comments section if you need to :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. The lesson starts with students asked to ‘Think > Pair > Share’ their ideas about what the difference between heat and temperature is. Students can discuss and then feed their ideas back to the class, the answers can then be revealed using the PowerPoint presentation. Students will now watch a video, recapping on particle theory, whilst watching students will need to answer a set of questions, this task can be marked and assessed using the mark scheme included in the PowerPoint presentation. Next, students are asked to consider what affects the amount of energy stored in something. Students will be given an example of a glass of water and a swimming pool full of water, both at 28 degrees celsius. Once students have had a chance to discuss, the answers will be revealed and students will then need to complete a set of questions on this topic. The answers for this task are included so students can self-assess their work using the mark scheme provided. Lastly, students are asked to sort a a set of diagrams out from those that will store the most amount of heat energy to those that will store the least amount of energy, given the description. The plenary task requires students to pick a plenary - either summarise what they have learned in three sentences or write a list of definitions for a set of key words 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 Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap of normal body temperature and what happens if the temperature falls above or below this temperature. Pupils will also be introduced to the role of the thermoregulatory centre and thermoregulatory receptors in monitoring body temperature. Pupils are then asked to discuss and produce a list of mechanisms that helps the body to cool down on a hot day. This leads onto describe the role of sweating and vasodilation in cooling the body down. Pupils are then asked to consider what they think might happen if the body becomes too cold and again produce a list of mechanisms which might help warm it up. Using the PowerPoint slides the mechanisms of shivering and vasoconstriction will be demonstrated to pupils. Using this information pupils will need to copy and complete a flow diagram to demonstrate the role of thermoregulatory centre in controlling body temperature, this can be self-assessed once it has been completed. Pupils will now copy and label a diagram of the skin to show the position of sweat glands, hair, hair muscle and blood vessels, this can be marked once it has been completed. The next activity is for pupils to sort statements into two columns - one describing what happens when the body is too hot and one for when the body is too cold. Once completed the mark scheme can be used by pupils to self or peer-assess their work. The final activity is a 6-mark exam-style question on this topic, pupils should try and complete this in silence and at the back of their books to really test their knowledge of this topic. Once complete the mark scheme can be used for pupils to mark their own work. The plenary task is for pupils to pick a summary question of their choice from the two provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

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 cell specialisation and organisation begins with a discussion to review specialised cell examples. Students should also describe the difference between smooth and rough endoplasmic reticulum, as well as the role of chloroplasts. To review organelles, students are then given a matching worksheet with descriptions of nine organelles. They can check the names of each with the answers on the slide. This task leads them to a series of organelle images to label and check as well. Students are then tasked with past-paper questions to check their understanding of cell structure. A mark scheme is on the next slide. To begin the discussion of cell specialisation students are tased with a worksheet to try with a partner. The worksheet asks students to consider what information each organelle can tell us. Suggested answers are on the following slides. The lesson should then spark some conversation about the organisation of certain cells, before students work through a few slides of questions about cell organisation in general. After learning the levels of cell organisation students are led through a few examples to decide for themselves which level each example fits in. To synthesise their learning, students will work through a ‘cut & stick’ task to create a table of each cell type and its characteristics. A completed table is on the following slide so students may self-asses. The plenary for this lesson is to write three sentences in their book summarising what they’ve learned! 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 :)