This detailed and fully-resourced lesson describes the relationship between the structure and function of the polysaccharides: glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover the third part of point 1.2 of the AQA A-level Biology specification and clear links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. By the end of this lesson, students should understand how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also whether it spirals or not. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses once they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. In the final part of the lesson, time is taken to focus on the formation of cellulose microfibrils and macrofibrils to explain how plant cells have the additional strength needed to support the whole plant. Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete

Disaccharides are formed from the condensation of two monosaccharides and this lesson describes the formation of maltose, sucrose and lactose. The PowerPoint and accompanying question sheet have been designed to cover the second part of point 1.2 of the AQA A-level Biology specification but also make links to the previous lesson on monosaccharides when considering the different components of these three disaccharides. The first section of the lesson focuses on a prefix and a suffix so that the students can recognise that the names of the common disaccharides end in -ose. In line with this, a quick quiz round is used to introduce maltose, sucrose and lactose before students are challenged on their prior knowledge as they have to describe how condensation reactions and the formation of glycosidic bonds were involved in the synthesis of each one. The main task of the lesson again challenges the students to recall details of a previous lesson as they have to identify the monomers of each disaccharide when presented with the displayed formula. Time is taken to show how their knowledge of these simple sugars will be important in later topics such as digestion, translocation in the phloem and the Lac Operon in the control of gene expression. The lesson finishes with two exam-style questions where students have to demonstrate and apply their newly acquired knowledge

Monosaccharides are the monomers from which larger carbohydrates are formed and this lesson describes their structure and roles in living organisms. The detailed and engaging PowerPoint and accompanying resources have been designed to cover the first part of point 1.2 of the AQA A-level Biology specification and looks at alpha-glucose, beta-glucose, galactose, fructose, deoxyribose and ribose. The lesson begins with a made-up round of the quiz show POINTLESS, where students have to try to identify four answers to do with carbohydrates. In doing so, they will learn or recall that these molecules are made from carbon, hydrogen and oxygen, that they are a source of energy which can sometimes be rightly or wrongly associated with obesity and that the names of the three main groups is derived from the Greek word sakkharon. Using the molecular formula of glucose as a guide, students will be given the general formula for the monosaccharides and will learn that deoxyribose is an exception to the rule that the number of carbon and oxygen atoms are equal. Moving forwards, students have to study the displayed formula of glucose for two minutes without being able to note anything down before they are challenged to recreate what they saw in a test of their observational skills. At this point of the lesson, the idea of numbering the carbons is introduced so that the different glycosidic bonds can be understood in an upcoming lesson as well as the recognition of the different isomers of glucose. The difference between alpha and beta-glucose is provided and students are again challenged to draw a molecule of glucose, this time for the beta form. The remainder of the lesson focuses on the roles of the 6 monosaccharides and the final task involves a series of application questions where the students are challenged to suggest why ribose could be considered important for active transport and muscle contraction

This lesson introduces monomers, polymers, condensation and hydrolysis reactions and chemical bonds to prepare students for the rest of topic 1 (biological molecules). The PowerPoint and accompanying worksheet cover point 1.1 of the AQA A-level Biology course, and as this is likely to be the very first lesson that the students encounter, the range of engaging tasks have been specifically designed to increase the likelihood of the key points and fundamentals being retained. Monomers were previously met at GCSE and so the beginning of the lesson focuses on the recall of the meaning of this key term before the first in a series of quiz rounds is used to introduce nucleotides, amino acids and monosaccharides as a few of the examples that will be met in this topic. Dipeptides and disaccharides are introduced as structures containing 2 amino acids or sugars respectively and this is used to initiate a discussion about how monomers need to be linked together even more times to make the larger chains known as polymers. At this point in the lesson, the students are given the definition of a condensation reaction and then challenged to identify where the molecule of water is eliminated from when two molecules of glucose join. A series of important prefixes and suffixes are then provided and students use these to predict the name of the reaction which has the opposite effect to a condensation reaction - a hydrolysis reaction. Links to upcoming lessons are made throughout the PowerPoint to encourage students to begin to recognise the importance of making connections between topics.

This detailed lesson describes the structure of a nucleotide including the structure of the phosphorylated nucleotide, ATP. The engaging PowerPoint has been designed to cover point (a) of topic 6.1 as detailed in the CIE International A-level Biology specification and links are made throughout to earlier topics such as biological molecules as well as to upcoming topics like DNA structure and replication. Students were introduced to the term monomer and nucleotide in topic 2, so the start of the lesson challenges them to recognise this latter term when only the letters U, C and T are shown. This has been designed to initiate conversations about why only these letters were used so that the nitrogenous bases can be discussed later in greater detail. Moving forwards, students will learn that a nucleotide is the monomer to a polynucleotide and that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are two examples of this type of polymer. The main part of the lesson has been filled with various tasks that explore the structural similarities and structural differences between DNA and RNA. This begins by describing the structure of a nucleotide as a phosphate group, a pentose sugar and a nitrogenous base. Time is taken to consider the details of each of these three components which includes the role of the phosphate group in the formation of a phosphodiester bond between adjacent nucleotides on the strand. At this point students are challenged on their understanding of condensation reactions and have to identify how the hydroxyl group associated with carbon 3 is involved along with the hydroxyl group of the phosphoric acid molecule. A number of quiz rounds are used during this lesson, as a way to introduce key terms in a fun and memorable way. One of these rounds introduces adenine and guanine as the purine bases and thymine, cytosine and uracil as the pyrimidine bases and the students are shown that their differing ring structures can be used to distinguish between them. The remainder of the lesson focuses on ATP as a phosphorylated nucleotide and links are made to the hydrolysis of this molecule for energy driven reactions in cells such as active transport

This detailed lesson describes the structure of a nucleotide and a phosphorylated nucleotide and explains how polynucleotides are synthesised and broken down. The engaging PowerPoint has been designed to cover points [a], [b] and [c] of module 2.1.3 as detailed in the OCR A-level Biology A specification and links are made throughout to earlier topics such as biological molecules. Students were introduced to the term monomer and nucleotide in the previous module, so the start of the lesson challenges them to recognise this latter term when only the letters U, C and T are shown. This has been designed to initiate conversations about why only these letters were used so that the nitrogenous bases can be discussed later in greater detail. Moving forwards, students will learn that a nucleotide is the monomer to a polynucleotide and that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are two examples of this type of polymer. The main part of the lesson has been filled with various tasks that explore the structural similarities and structural differences between DNA and RNA. This begins by describing the structure of a nucleotide as a phosphate group, a pentose sugar and a nitrogenous base. Time is taken to consider the details of each of these three components which includes the role of the phosphate group in the formation of a phosphodiester bond between adjacent nucleotides on the strand. At this point students are challenged on their understanding of condensation reactions and have to identify how the hydroxyl group associated with carbon 3 is involved along with the hydroxyl group of the phosphoric acid molecule. A number of quiz rounds are used during this lesson, as a way to introduce key terms in a fun and memorable way. One of these rounds introduces adenine and guanine as the purine bases and thymine, cytosine and uracil as the pyrimidine bases and the students are shown that their differing ring structures can be used to distinguish between them. The remainder of the lesson focuses on ADP and ATP as phosphorylated nucleotides and links are made to the hydrolysis of this molecule for energy driven reactions in cells such as active transport

This fully-resourced lesson describes how DNA is replicated during interphase and explains why it is semi-conservative replication. Both the detailed PowerPoint and accompanying resources have been designed to cover the details of point 6.1 © of the CIE International A-level Biology specification The main focus of this lesson is the roles of DNA helicase in breaking the hydrogen bonds between nucleotide bases and DNA polymerase incorporating the phosphorylated nucleotides into the sequence. Students are also introduced to DNA ligase to enable them to understand how this enzyme functions to join the nucleic acid fragments. Time is taken to explain key details such as the assembly of strands in the 5’-to-3’ direction so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure, phosphorylated nucleotides and hydrolysis reactions through a range of exam questions and answers are displayed so any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.

This fully-resourced lesson describes how the structure of the xylem tissue allows water to be transported in the stem and leaves. Written for AQA A-level Biology, the engaging and detailed PowerPoint and the accompanying worksheets cover the 1st part of specification point 3.4.2 (mass transport in plants) and includes a detailed description of the cohesion-tension theory. The first part of the lesson focuses on the relationship between the structure and function of the xylem tissue. A number of quiz competitions have been included in the lesson to maintain engagement and to introduce key terms. The 1st round does just that and results in the introduction of lignin which leads into the explanation of how the impregnation of this substance in the cell walls result in the death and subsequent decay of the cell structures. Students are encouraged to discuss how the formation of this hollow tube enables the transport of water to be effective. Moving forwards, other structures such as the bordered pits are introduced and an understanding of their function is tested later in the lesson. The remainder of the lesson focuses on the transport of water in the stem and leaves by root pressure and the transpiration pull, which includes cohesion, tension and adhesion. The lesson has been designed to make links to information covered earlier in the lesson as well to topics from earlier in the specification such as cell structures and biological molecules Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 A-level teaching hours to cover the detail included in this lesson.

This fully-resourced lesson describes how the mechanisms by which water upwards in the xylem to the leaves and then into the air. The detailed PowerPoint and accompanying, differentiated resources have primarily been designed to cover the second part of point 3.1.3 (d) as detailed in the OCR A-level Biology A specification This lesson has been written to follow on from the end of the previous lesson, which finished with the description of the transport of the water and mineral ions from the endodermis to the xylem. Students are immediately challenged to use this knowledge to understand root pressure and the movement by mass flow down the pressure gradient. Moving forwards, time is taken to study the details of transpiration pull and the interaction between cohesion, tension and adhesion in capillary action is explained. Understanding is constantly checked through a range of tasks and prior knowledge checks are also written into the lesson to challenge the students to make links to previously covered topics such as the structure of the transport tissues. The final part of the lesson considers the journey of water through the leaf and ultimately out of the stomata in transpiration. A step by step guide using questions to discuss and answer as a class is used to support the students before the final task challenges them to summarise this movement out of the leaf.

This detailed lesson describes the transport of water into the plant as well as the movement across the cortex to the endodermis and to the xylem. Both the engaging PowerPoint and accompanying resource have been designed to cover the first part of point 3.1.3 (d) as detailed in the OCR A-level Biology A specification. The lesson begins by looking at the specialised features of the root hair cell so that students can understand how these epidermal cells absorb water and mineral ions from the soil. Moving forwards, students are introduced to key terminology such as epidermis and root cortex before time is taken to look at the symplast, vacuolar and apoplast pathways that water and minerals use to transverse the cortex. Discussion points are included throughout the lesson to encourage the students to think about each topic in depth and challenges them to think about important questions such as why the apoplast pathway is needed for the water carrying the ions. The main part of the lesson focuses on the role of the endodermis in the transport of the water and ions into the xylem. Students will be introduced to the Casparian strip and will learn how this layer of cells blocks the apoplast pathway. A step by step method using class questions and considered answers is used to guide them through the different steps and to support them when writing the detailed description. This lesson has been specifically written to tie in with the next lesson on the pathways and mechanisms by which water and mineral ions are transported to the leaves and then out into the air surrounding the leaves.

This fully-resourced lesson describes how the mechanisms of root pressure and transpiration pull move water upwards in the xylem to the leaves. The detailed PowerPoint and accompanying, differentiated resources have primarily been designed to cover the second part of point 7.2 [c] of the CIE International A-level Biology specification but also cover 7.2 [b] as the cohesion-tension theory and adhesion are described and explained. This lesson has been written to follow on from the end of the previous lesson, which finished with the description of the transport of the water and mineral ions from the endodermis to the xylem. Students are immediately challenged to use this knowledge to understand root pressure and the movement by mass flow down the pressure gradient. Moving forwards, time is taken to study the details of transpiration pull and the interaction between cohesion, tension and adhesion in capillary action is explained. Understanding is constantly checked through a range of tasks and prior knowledge checks are also written into the lesson to challenge the students to make links to previously covered topics such as the structure of the transport tissues. The final part of the lesson considers the journey of water through the leaf and ultimately out of the stomata in transpiration. A step by step guide using questions to discuss and answer as a class is used to support the students before the final task challenges them to summarise this movement through the leaf.

This detailed lesson describes the pathways and explains the mechanisms by which water and mineral ions are transported from the soil to the xylem. Both the engaging PowerPoint and accompanying resource have been designed to cover the first part of point 7.2 [c] in the CIE International A-level Biology specification. The lesson begins by looking at the specialised features of the root hair cell so that students can understand how these epidermal cells absorb water and mineral ions from the soil. Moving forwards, students are introduced to key terminology such as epidermis and root cortex before time is taken to look at the different pathways that water and minerals use to transverse across the cortex. Discussion points are included throughout the lesson to encourage the students to think about each topic in depth and challenges them to think about important questions such as why the apoplastic pathway is needed for the water carrying the ions. The main part of the lesson focuses on the role of the endodermis in the transport of the water and ions into the xylem. Students will be introduced to the Casparian strip and will learn how this layer of cells blocks the apoplastic pathway. A step by step method using class questions and considered answers is used to guide them through the different steps and to support them when writing the detailed description. This lesson has been written to tie in with the next lesson on the pathways and mechanisms by which water and mineral ions are transported to the leaves.

This lesson describes the similarities and differences between the xylem and phloem vessels and the sclerenchyma fibres. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.11 of the Pearson Edexcel A-level Biology A specification which states that students should be able to compare these tissues in terms of structure, position in the stem and function. The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata. The final part of the lesson introduces the sclerenchyma tissue as part of the vascular bundle and along with the structure and function, the students will observe where this tissue is found in the stem in comparison to the xylem and phloem. It is estimated that it will take in excess of 2 hours of A-level teaching time to cover the detail which has been written into this lesson

This lesson describes how the structures of the xylem vessels, sieve tube elements and companion cells relates to their functions. Both the engaging and detailed PowerPoint and accompanying resources have been designed to cover point 3.1.3 (b) [i] of the OCR A-level Biology A specification. The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata. It is estimated that it will take in excess of 2 hours of A-level teaching time to cover the detail which has been written into this lesson

This lesson describes the mass flow hypothesis for the mechanism of translocation in plants and includes details of active loading at the source. Both the detailed PowerPoint and accompanying resources have been designed to cover the 4th part of point 3.4.2 of the AQA A-level Biology specification. The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this mechanism involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with an earlier lesson in topic 3.4.2 where the structure of the phloem tissue was initially introduced and the students are continually challenged on this prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem. A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a particular plant structure is one or the other (or both)

This lesson describes the active loading of sucrose at the source and movement by mass flow to the sink down the hydrostatic pressure gradient. Both the detailed PowerPoint and accompanying resources have been designed to cover points 7.2 (g, h & i) as detailed in the CIE International A-level Biology specification. The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this process involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with 7.1 (d) where the structure of the phloem tissue was initially introduced and the students are continually challenged on their prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem. A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a plant structure is one or the other (or both)