This lesson acts as an introduction to topic 7.1 of the AQA A-level Biology specification and focuses on 16 key genetic terms that will support students in forming a deep understanding of inheritance. As some of these terms were met at GCSE, this fully-resourced lesson has been designed to include a wide range of activities that build on this prior knowledge and provide clear explanations as to their meanings as well as numerous examples of their use in both questions and exemplary answers. The main task provides the students with an opportunity to apply their understanding by recognising a dominance hierarchy in a multiple alleles characteristic and then calculating a phenotypic ratio when given a completed genetic diagram. Other tasks include prior knowledge checks, discussion points to encourage students to consider the implementation of the genetic terms and quiz competitions to introduce new terms, maintain engagement and act as an understanding check. The 16 terms are genome, gene, chromosome, gene locus, homologous chromosomes, alleles, dominant, recessive, genotype, codominance, multiple alleles, autosomes, sex chromosomes, phenotype, homozygous and heterozygous

This lesson has been designed to cover the detail of specification point 4.5.3.2 of the AQA GCSE Combined Science FOUNDATION TIER which states that students should be able to describe how the body detects and responds to an increase in blood glucose concentration. A considerable amount of time has been taken in the planning to ensure that the wide range of activities engages and motivates the students but that the key details are covered and understanding is checked and checked again. The start of the lesson uses a range of prior knowledge checks and quiz competitions to answer the questions of what actually is glucose and why is it so important that the levels in the blood are controlled. Students are then introduced to glycogen and the fact that this carbohydrate can be stored is reiterated so that they can recognise how glucose must be converted into this substance to lower the blood concentration. Again, a quiz round is used to get them to recall that the pancreas will be the receptor and the liver will act as the effector. The main task of the lesson involves the formation of a bullet point answer where students are challenged to use the information from earlier in the lesson to complete this description.

This is a fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the content of module 2.1.2 (Biological molecules) of the OCR A-level Biology A specification. As this topic tends to be poorly understood by students, the lesson has been designed to include a wide range of activities that include differentiated exam questions, quick tasks and quiz competitions which will engage the students whilst they assess their progress. It has been designed to cover as much of the specification as possible but the following sub-topics have received particular attention: Formation of polysaccharides by glycosidic bonds between monomers Recognising monosaccharides, disaccharides and polysaccharides The structure of starch and glycogen in relation to their function as stores and providers of energy Water as a solvent with a high specific heat capacity and a high specific latent heat of vaporisation Structure and bonding in proteins The structure of globular and fibrous proteins as demonstrated by haemoglobin and collagen The structure and function of cellulose Links are made to other topics so that students are able to see how questions can include parts from different Biological concepts

This fully-resourced REVISION LESSON has been designed to provide the students with numerous opportunities to assess their understanding of the content of topic 12 (Energy and respiration) of the CIE International A-level Biology specification. The importance of this metabolic reaction is obvious and this is reflected in the volume of questions in the terminal exams which require an in depth knowledge of the stages of both aerobic and anaerobic respiration. The lesson contains a wide range of activities that cover the following points of the specification: Glycolysis as a stage of aerobic and anaerobic respiration The use and production of ATP through respiration Anaerobic respiration in mammalian muscle tissue The stages of aerobic respiration that occur in the mitochondrial matrix Oxidative phosphorylation The use of respirometers Calculating the respiratory quotient value for different substrates Revision lessons which cover the other topics of the specification are also uploaded and tie in well with this lesson.

This fully-resourced REVISION LESSON is detailed and engaging and covers the content of topic 18 (Biodiversity, classification and conservation) of the CIE International A-level Biology specification. This topic is often viewed as less interesting than other topics by the students but is well represented in the exams in terms of questions and so a lot of time has gone into the design to include a wide range of activities which will allow them to assess their knowledge whilst remaining motivated. All of the exam questions have full answers so students can identify any missed marks and most of the tasks are differentiated to allow students of differing abilities to access the work and remain challenged. The lesson was planned to cover as much of the specification as possible but the following sub-topics have received particular attention: The biological classification of a species Using Simpsons Index of diversity to calculate the biodiversity of the habitat The reasons to maintain biodiversity Methods of protecting endangered species The use of assisted reproduction in conservation Different methods of sampling The taxonomic hierarchy The characteristic features of the domains and kingdoms Links to the other topics of the specification are made throughout the lesson and there is also a mathematical focus to ensure that the students are comfortable when presented with the numerical challenges Due to the extensiveness of this resource, it is likely to take at least 2 lessons to cover all of the activities

This engaging REVISION LESSON has been designed to cover the content of topic 13 (Photosynthesis) of the CIE International A-level Biology specification. Filled with a wide range of activities, that include exam questions with explanations, quick tasks and quiz competitions, the students will be motivated whilst they assess their ability to apply their knowledge. Due to the obvious importance of this reaction, assessment questions are extremely common and so a deep understanding of this topic is key to success and the lesson has been designed to cover the important ideas. The following sub-topics have received particular attention in this lesson: Photophosphorylation An outline of cyclic and non-cyclic photophosphorylation Photolysis of water The light dependent reaction The structure of the chloroplast and the site of the different reactions The Calvin cycle The limiting factors of photosynthesis Investigating the effect of light intensity using DCPIP as a redox indicator and a Hill suspension The effect of temperature on the rate There is a focus on terminology throughout the lesson so that students are comfortable with the terms that will be encountered in exam questions. Revision lessons on the other topics of the specification are uploaded so please take a moment to look at those too

This is a detailed, engaging and fully-resourced REVISION LESSON which allows students of all abilities to assess their understanding of the content in topic 6 (Nucleic acids and protein synthesis) of the CIE International A-level Biology specification. Considerable time has been taken to design the lesson to include a wide range of activities to motivate the students whilst they evaluate their knowledge of DNA, RNA and the roles of these nucleic acids in DNA replication and protein synthesis. Most of the tasks have been differentiated so that students of differing abilities can access the work and move forward as a result of the tasks at hand. This lesson has been planned to cover as much of the specification as possible but the following sub-topics have received particular attention: The structure of DNA Phosphorylated nucleotides DNA replication Transcription and translation Gene mutations and their affect on the primary structure of a polypeptide The structure of RNA In addition to a focus on the current topic, links are made throughout the lesson to other topics such as the journey of an extracellular protein following translation and the cell cycle. If you like the quality of this revision lesson, please look at the other uploaded revision lessons for this specification

This detailed and engaging REVISION LESSON has been written to cover the content of topic 4 (Cell membranes and transport) of the CIE International A-level Biology specification. The lesson consists of a PowerPoint that contains exam questions, differentiated tasks and quiz competitions and is accompanied by worksheets with further activities. The competitions act to engage the students whilst they assess their understanding of the content and challenges their ability to apply this knowledge to potentially unfamiliar situations. The lesson was designed to cover as much of the specification content as possible but the following sub-topics have received particular attention: Active transport and its applications in animals and plants Facilitated diffusion and the use of channel and carrier proteins The factors that affect diffusion as demonstrated by gas exchange at the alveoli Exocytosis Water potential and the movement of water by osmosis The effect of solutions of different water potentials on animal and plant tissue The fluid mosaic model The plasma cell membrane and the function of its components As well as covering the current topic, the design of this lesson has been conscious to include future topics. For example, a cholinergic synapse was used to challenge the students to spot examples of facilitated diffusion, simple diffusion, active transport and exocytosis. Revision lessons for the other 18 topics are uploaded on TES or are in the process of being uploaded.

This engaging REVISION lesson has been designed to cover the content of topic 3 (Enzymes) of the CIE International A-level Biology specification. A wide range of activities have been written into the lesson to engage the students whilst they assess their understanding of the topic content. All of the exam questions contain detailed answers which students can use to identify missed marks and quiz competitions are used, like FROM NUMBERS 2 LETTERS (shown in the cover image) to recall key concepts and check on the finer details. The lesson has been planned to cover as much of the specification content as possible but the following sub-topics have received particular attention: Enzymes as globular proteins that act as biological catalysts Formation of the enzyme-substrate complex The lock and key theory and induced-fit hypothesis Competitive and non-competitive inhibitors The Michaelis-Menten constant The effect of changes in pH and temperature on the tertiary structure of the enzymes The immobilisation of enzymes using alginate Time has been taken in the design to ensure that links to other topics are made. For example, when checking the knowledge of the denaturation of enzymes due to pH and temperature, the bonds found in the tertiary structure are recalled and considered in depth.

This is a fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the topic 2 content (Biological molecules) of the CIE International A-level Biology specification. This topic isn’t always well understood by students so the lesson has been designed to include a wide range of activities that include differentiated exam questions, quick tasks and quiz competitions which will engage the students whilst they assess their progress. It has been designed to cover as much of the specification as possible but the following sub-topics have received particular attention: Formation of polysaccharides by glycosidic bonds between monomers Recognising monosaccharides, disaccharides and polysaccharides The structure of starch and glycogen in relation to their function as stores and providers of energy Water as a solvent with a high specific heat capacity and a high specific latent heat of vaporisation Structure and bonding in proteins The structure of globular and fibrous proteins as demonstrated by haemoglobin and collagen The structure and function of cellulose Links are made to other topics so that students are able to see how questions can include parts from different Biological concepts.

This concise lesson has been written to cover the detail of specification point 14.1 (d) of the CIE International A-level Biology specification which states that students should be able to describe the deamination of amino acids and outline the formation of urea in the urea cycle. Over the course of the lesson, students will discover that the amino group is removed during deamination to produce a keto acid and ammonia. They are encouraged to consider why the ammonia cannot accumulate in the body before looking at the different stages of the urea cycle. Instead of simply giving them the diagram of the urea cycle, students are given the opportunity to study the cycle when it is split into one of the three stages but are not allowed to draw. This task will challenge the students on their observational skills and then their ability to apply when they are given a question on the cycle. Included throughout the lesson are a selection of understanding checks and prior knowledge checks which allows the students to assess their progress against the current topic as well as challenging them to make links to previously covered topics. This lesson has been designed for students on the CIE International A-level Biology course and ties in well with the other uploaded lessons on topic 14.1 (Homeostasis in mammals)

This is a highly detailed, engaging and fully-resourced lesson that covers the detail of the 2nd part of specification point 5.1.2 (b) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the functions of the mammalian liver. The liver performs a large number of metabolic functions and the majority of them are covered within this lesson. However, the lesson focuses on the following three roles: The formation of urea by deamination and the ornithine cycle The storage of glycogen The detoxification of alcohol As well as covering the detail of the current topic, numerous opportunities are taken to make links to other topics and to check on the students prior knowledge. Previous knowledge check questions on biological molecules, coenzymes and the structure of the liver are found dispersed within the understanding checks and quick quiz competitions are used to introduce key terms and values in a fun and a memorable way. This lesson has been designed for students on the OCR A-level Biology A course and ties in well with the other uploaded lessons on module 5.1.2 about the structure and function of the kidney

This detailed and engaging lesson covers the detail of specification points 5.1.4 (c and d) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the histology of the pancreas and the control of insulin secretion. There is a particular emphasis on structure throughout the lesson so that students can recognise the exocrine and endocrine tissues of the pancreas as well as describe their specific functions. The lesson begins with a list of endocrine glands and the students are challenged to select the gland which also has exocrine functions. This leads into a focus on the exocrine tissues of the pancreas, beginning with the enzymes that are secreted and form pancreatic juice. Students will discover how groups of these cells are called acini and the secretion of the enzymes into the lobule at the centre will lead to the intralobular ducts and finally the formation of the pancreatic duct. Moving forwards, students are introduced to the Islets of Langerhans and the specialised alpha and beta cells that are found within this endocrine tissue. The rest of this lesson looks at how the release of insulin from the beta cells is controlled. Some of the structures and substances involved have been met in earlier topics so a fun quiz round is used to see which students can recall these parts first. A series of questions and discussion points challenge the students to verbalise answers and to discuss key points so that the cascade of events that take place in the lead up to the release can be considered. In the final task, students have to describe these events in detail and this task has been differentiated so that students of differing abilities can access the work. This lesson has been specifically designed for students on the OCR A-level Biology A course and ties in well with the other lessons from module 5.1.4 on the control of blood glucose concentration and diabetes mellitus type I and II

This fully-resourced lesson is highly detailed and covers all of specification points 14.1 (h, i and j) of the CIE International A-level Biology specification which states that students should be able to describe how blood glucose concentration is regulated using negative feedback mechanisms that release insulin or glucagon and outline the role of cyclic AMP. A wide range of activities will maintain motivation and engagement whilst the content is covered in detail to enable the students to explain how the receptors in the pancreas detect the concentration change and how the hormones attaching to receptor sites on the liver triggers a series of events in this effector organ. This is a topic which has a huge amount of difficult terminology so time is taken to look at all of the key words, especially those which begin with the letter G so students are able to use them accurately in the correct context. The final part of the lesson looks at the role of the secondary messenger, cyclic AMP, and describes how this is involved when glucagon and adrenaline attach to receptors on the liver. The action of adrenaline is also considered and linked to the breakdown of glycogen to glucose during glycogenolysis. This lesson has been written for students studying on the CIE International A-level Biology course and ties in with the other uploaded lessons which cover the content of topic 14.1 (Homeostasis in mammals)

This is a highly-detailed and fully-resourced lesson which covers the detail of specification point 14.1 (g) of the CIE International A-level Biology specification which states that students should be able to describe the roles of the hypothalamus, posterior pituitary, ADH and collecting ducts in osmoregulation. Students learnt about the principles of homeostasis and negative feedback in an earlier lesson, so this lesson acts to build on that knowledge and challenges them to apply their knowledge. A wide range of activities have been included in the lesson to maintain motivation and engagement whilst the understanding and prior knowledge checks will allow the students to assess their progress as well as challenge themselves to make links to other Biology topics. The lesson begins with a discussion about how the percentage of water in urine can and will change depending on the blood water potential. Students will quickly be introduced to osmoregulation and they will learn that the osmoreceptors and the osmoregulatory centre are found in the hypothalamus. A considerable amount of time is taken to study the cell signalling between the hypothalamus and the posterior pituitary gland by looking at the specialised neurones (neurosecretory cells). Links are made to the topics of neurones, nerve impulses and synapses and the students are challenged to recall the cell body, axon and vesicles. The main section of the lesson forms a detailed description of the body’s detection and response to a low blood water potential. The students are guided through this section as they are given 2 or 3 options for each stage and they have to use their knowledge to select the correct statement. The final task asks the students to write a detailed description for the opposite stimulus and this task is differentiated so those who need extra assistance can still access the work. This lesson has been written for students studying on the CIE International A-level Biology course and ties in closely with the other uploaded lessons on the structure of the kidney, ultrafiltration and selective reabsorption

This lesson has been written to cover the 2nd part of specification point 14.1 (f) of the CIE International A-level Biology specification which states that students should be able to describe how the process of selective reabsorption is involved in the formation of urine. It has specifically been designed to build on the knowledge gained in the previous lessons on the structure of the nephron and ultrafiltration. The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the PCT and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water. This lesson has been designed for students studying on the CIE International A level Biology course and ties in closely with the other lessons on the kidney

This detailed lesson has been written to cover the 1st part of specification point 14.1 (f) of the CIE International A-level Biology specification which states that students should be able to describe how the process of ultrafiltration is involved with the formation of urine. The aim of the design was to give the students the opportunity to discover this particular function and to be able to explain how the mechanisms found in the glomerulus and the Bowman’s capsule control the movement of small molecules out of the blood plasma. Key terminology is used throughout and students will learn how the combination of the capillary endothelium and the podocytes creates filtration slits that allow glucose, water, urea and ions through into the Bowman’s capsule but ensure that blood cells and plasma proteins remain in the bloodstream. A number of quiz competitions are used to introduce key terms and values in a fun and memorable way whilst understanding and prior knowledge checks allow the students to assess their understanding of the current topic and to challenge themselves to make links to earlier topics. The final task of the lesson challenges the students to apply their knowledge by recognising substances found in a urine sample that shouldn’t be present and to explain why this would cause a problem This lesson has been written for students studying on the CIE International A-level Biology course and ties in closely with the other kidney lessons on the structure of the nephron, selective reabsorption and osmoregulation