A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
All 6 lessons included in this bundle have been written to cover the detailed content of topics 8.3 and 8.4 of the AQA A-level Biology specification. These topics can provide a series of problems for students so clear explanations are used throughout the lesson as well as regular understanding checks so any misconceptions are immediately addressed. The variety of tasks will maintain engagement whilst displayed mark schemes allow students to assess their answers and add detail where it is missing.
The following specification points are covered:
8.3: Using genome projects
8.4.1: Recombinant DNA technology
8.4.2: Differences in DNA between individuals of the same species can be exploited
8.4.3: Genetic fingerprinting
If you would like to sample the quality of the lessons first, why not download the lesson on producing DNA fragments which has been uploaded for free
This fully-resourced lesson explores how projects to sequence the genomes of both simple and complex organisms can be used. Both the detailed PowerPoint and accompanying resources have been designed to cover the content of point 8.3 of the AQA A-level Biology specification.
The start of the lesson describes each step of Sanger’s chain termination method and demonstrates how this method has paved the way for other projects. The use of the modified nucleotides are explained and links are made to the topic 4 and 2 where protein synthesis and DNA replication were first introduced. Students will learn how the radioactively-labelled nucleotide at the end of each fragment allows the next base to be determined. Key processes like gel electrophoresis are introduced and details provided to support the students when this is encountered in greater detail in 8.4.3. Moving forwards, the applications of sequencing in simple organisms like viruses and bacteria are explored and the students are challenged on their prior knowledge of bacterial pathogenesis and current understanding of sequencing through a series of exam-style questions. The final part of the lesson looks at the difficulties of translating genome knowledge into proteome knowledge and considers the development of automated methods.
Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover all of the points which have been written into the various tasks
This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics B1 - B5, that will assessed on PAPER 1. It has been specifically designed for students on the Pearson Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood.
The lesson has been written to take place at the local hospital where the students have to visit numerous wards and clinics and the on-site pharmacy so that the following sub-topics can be covered:
Cancer as the result of uncontrolled cell division
The production of gametes by meiosis
Mitosis and the cell cycle
Sex determination
The difference between communicable and non-communicable diseases
The pathogens that spread communicable diseases
Identification of communicable diseases
Treating bacterial infections with antibiotics
Evolution of antibiotic resistance in bacteria
Vaccinations
Genetic terminology
Genetic diagrams
Structures involved in a nervous reaction
A Reflex arc
Risk factors
Chemical and physical defences
Osmosis and percentage gain and loss
Fossils as evidence for human evolution
In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for assistance sheets when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and evolution by natural selection.
Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 1 exam.
This is a fully-resourced lesson which uses exam-style questions, quiz rounds, quick tasks and discussion points to challenge students on their understanding of the content of topics B4 - B6, that will assessed on PAPER 2. It has been specifically designed for students on the OCR Gateway A GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood.
The lesson has been written to take place at the hospital and the students will visit the various wards and health clinics day to check on their knowledge of the following sub-topics :
Cancer
The production of gametes by meiosis
The meaning of diploid and haploid
Sex determination
The difference between communicable and non-communicable diseases
Diseases caused by bacteria, viruses, fungi and protists
Treatment of bacterial infections using antibiotics
Evolution by natural selection in bacteria
Vaccinations
Genetic terminology
Inheritance of disorders caused by dominant and recessive alleles
Risk factors of non-communicable diseases
Ecosystems
The carbon cycle and the increase in carbon dioxide levels
In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and interpreting the results and evolution by natural selection.
Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 2 exam.
This is a fully-resourced revision lesson that has been written to challenge students on their knowledge and understanding of the PAPER 2 topics. The range of tasks will prepare the students to answer the range of questions that they may encounter on topics B1 and B6 - B9 as detailed in the Pearson Edexcel GCSE Combined Science specification.
The lesson has been designed to take place on the PAPER 2 HIGH STREET and the tasks include exam-style questions with displayed mark schemes, engaging quiz competitions and discussion points to allow the following points to be covered:
Eukaryotic vs Prokaryotic cells
Converting between units of size
The structures of the animal and plant cells
The structure of the human heart
Calculating the surface area to volume ratio
Adaptations of the gas exchange system
The blood vessels associated with the human heart
Calculating the cardiac output
The features of the root hair cell to allow for absorption
The nitrogen cycle
The relationship between the rate of photosynthesis and light intensity and distance
Using the inverse square law calculation
Temperature and photosynthesis
The regulation of blood glucose by the release of insulin and glucagon
Diabetes type I and II
Calculating the BMI
The interaction of the reproductive hormones in the menstrual cycle
IVF as assisted reproductive technology
The hormonal and barrier methods of contraception
Eutrophication as a negative human interaction in an ecosystem
The carbon cycle
In order to cater for the range of abilities that can be found in Combined Science classes, most of the tasks have been differentiated. There are also a number of step by step guides to demonstrate how to tackle some of the more difficult concepts including the mathemetical elements
If you would like to see the quality of these revision lessons, download the PAPER 1 REVISION LESSON which has been shared for free
This fully-resourced bundle includes 10 detailed PowerPoint lessons and their accompanying worksheets which cover the content as set out in topic 3.4 (Mass transport) of the AQA A-level Biology specification. This topic includes sections on mass transport in animals (3.4.1) and mass transport in plants (3.4.2).
The lessons have been designed to include a wide range of tasks to maintain motivation whilst ensuring that the understanding of the content is constantly checked and links are made to other topics.
The specification points in topic 3.4 which are covered in these lessons are:
The haemoglobins
The role of haemoglobin in the transport of oxygen
The oxyhaemoglobin dissociation curve
The Bohr effect
The general pattern of blood circulation in a mammal
The gross structure of the human heart
The valve movements in the cardiac cycle
The structure of the blood vessels
The formation of tissue fluid
The transport of water in the xylem
The structure of the phloem tissue
Translocation by mass flow
If you would like to see the quality of these lessons, download the arteries, tissue fluid and translocation lessons as these have been uploaded for free
All 4 of the lessons included in this bundle are fully-resourced with differentiated tasks to cater for all abilities of students whilst containing the detail to push them to the next level. These lessons have been designed to cover the details of topic 6.1 of the CIE International A-level Biology specification which concerns the structure and replication of DNA
The following specification points are covered within these lessons:
The structure of nucleotides
ATP as a phosphorylated nucleotide
The structure of DNA
The structure of mRNA, tRNA and rRNA
DNA replication
Links are continually made throughout the lessons to previously-covered topics as well as to those which will be covered later in the AS course or during the second year
If you would like to sample the quality of the lessons, download the semi-conservative replication lesson as this has been shared for free
This is a fully-resourced lesson bundle, where the detailed and engaging PowerPoints and accompanying worksheets have been designed to cover the details of topic 6 of the CIE International A-level Biology specification which concerns the nucleic acids and protein synthesis. All 7 of the lessons include differentiated tasks to cater for all abilities of students whilst containing the detail to push them to the next level.
The following specification points are covered within these lessons:
The structure of nucleotides
ATP as a phosphorylated nucleotide
The structure of DNA
The structure of mRNA, tRNA and rRNA
DNA replication
Genes and polypeptides
Gene mutations
Sickle cell anaemia
Transcription and translation
Links are continually made throughout the lessons to previously-covered topics as well as to those which will be covered later in the AS course or during the second year
If you would like to sample the quality of the lessons, download the semi-conservative replication and gene mutation lessons as these have been shared for free
This engaging lesson describes the relationship between the structure and properties of a phopholipid and explains the link to its role in membranes. The PowerPoint has been designed to cover the second part of point 1.3 of the AQA A-level Biology specification and includes constant references to the previous lesson on triglycerides.
The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR, challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the bilayer which is critical for the lesson in topic 2 on the fluid mosaic model. The final part of the lesson explains how both facilitated diffusion and active transport mean that proteins are found floating in the cell membrane and this also helps to briefly prepare the students for upcoming topic 2 lessons.
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
This bundle of 6 revision lessons challenges the students on their knowledge of the content of all of the topics that are detailed in the Edexcel GCSE Combined Science specification and can be assessed on the 6 terminal GCSE papers. Specifically, the range of tasks which include exam-style questions (with displayed answers), quiz competitions and discussion points, have been designed for students taking the FOUNDATION TIER papers but could also be used with students taking the higher tier who need to ensure that the key points are embedded on some topics.
The majority of the tasks are differentiated 2 or 3 ways so that a range of abilities can access the work whilst remaining challenged by the content.
If you would like to see the quality of these lessons, download the paper 2, 4 and 6 revision lessons as these have been shared for free
This detailed and engaging lesson describes the structural similarities and differences between DNA and RNA. The PowerPoint and accompanying worksheet containing exam-style questions have been designed to cover point 1.5.1 of the AQA A-level Biology specification.
In the first lesson of topic 1, the students were introduced to a number of monomers which included a nucleotide. In line with this, the start of the lesson challenges them to recognise the key term nucleotide when only the letters U, C and T are shown. The next part of the lesson describes the structure of a DNA nucleotide and an RNA nucleotide so that the pentose sugar and the bases adenine, cytosine and guanine can be recognised as similarities whilst deoxyribose and ribose and thymine and uracil are seen as the differences. Time is taken to discuss how a phosphodiester bond is formed between adjacent nucleotides and their prior knowledge and understanding of condensation reactions is tested through a series of questions. Students are then introduced to the purine and pyrimidine bases and this leads into the description of the double-helical structure of DNA and the hydrogen bonds between complementary bases. The final section of the lesson describes the structure of mRNA, tRNA and rRNA and students are challenged to explain why this single stranded polynucleotide is shorter than DNA
In addition to the current understanding and prior knowledge checks, a number of quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the final round acts as a final check on the structures of DNA and RNA.
This fully-resourced lesson describes the process of DNA replication and explains how this ensures genetic continuity between generations. Both the detailed PowerPoint and accompanying resources have been designed to cover point 1.5.2 of the AQA A-level Biology specification and also explains why it is known as semi-conservative.
The main focus of this lesson is the roles of DNA helicase in the breaking the hydrogen bonds between nucleotide bases and DNA polymerase in forming the growing nucleotide strands. 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 and hydrolysis reactions through a range of exam questions and answers are displayed so that 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 engaging lesson acts as an introduction to carbohydrates and describes the differences between monosaccharides, disaccharides and polysaccharides. The PowerPoint and accompanying worksheet have been designed to cover the first part of points 1.12 & 1.13 of the Pearson Edexcel A-level Biology A specification and make clear links to the upcoming lessons in this sub-topic on these three main groups of carbohydrates.
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. A number of quick quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the first round allows the students to meet some of common monosaccharides. Moving forwards, students will learn that a disaccharide is formed when two of these monomers are joined together and they are then challenged on their knowledge of condensation reactions which were originally encountered during the lesson on water. Students will understand how multiple reactions and multiple glycosidic bonds will result in the formation of a polysaccharide and glycogen and starch are introduced as well as amylose and amylopectin as components of this latter polymer. The final part of the lesson considers how hydrolysis reactions allow polysaccharides and disaccharides to be broken back down into monosaccharides.
This detailed and engaging lesson describes the basic structure of a mononucleotide and the similarities and differences between DNA and RNA. The PowerPoint and accompanying worksheet containing exam-style questions have been designed to cover points 2.5 (i) & (ii) of the Pearson Edexcel A-level Biology A specification.
In topic 1, the students were introduced to a number of monomers and the start of the lesson challenges them to recognise the key term nucleotide when only the letters U, C and T are shown. The next part of the lesson describes the structure of a DNA nucleotide and an RNA nucleotide so that the pentose sugar and the bases adenine, cytosine and guanine can be recognised as similarities whilst deoxyribose and ribose and thymine and uracil are seen as the differences. Time is taken to discuss how a phosphodiester bond is formed between adjacent nucleotides and their prior knowledge and understanding of condensation reactions is tested through a series of questions. Students are then introduced to the purine and pyrimidine bases and this leads into the description of the double-helical structure of DNA and the hydrogen bonds between complementary bases. The final section of the lesson describes the structure of mRNA, tRNA and rRNA and students are challenged to explain why this single stranded polynucleotide is shorter than DNA
In addition to the current understanding and prior knowledge checks, a number of quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the final round acts as a final check on the structures of DNA and RNA.
This detailed lesson describes the process of translation and the roles of the mRNA, tRNA, rRNA and amino acids during this second stage of protein synthesis. Both the PowerPoint and accompanying resources have been designed to cover the second part of points 2.5 (i) & (ii) of the Pearson Edexcel A-level Biology A specification and contains constant links to the previous lessons in this topic on transcription and the structure of DNA and RNA.
Translation is a topic which is often poorly understood and so this lesson has been written to support the students in answering the different types of questions by knowing and including the details of the key structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have absorbed to answer some questions which involve the genetic code and the mRNA codon table
This fully-resourced lesson describes the movement of molecules by active transport, endocytosis and exocytosis and explains the need for ATP. The PowerPoint and accompanying worksheets have been designed to cover the second part of point 2.4 of the Pearson Edexcel A-level Biology specification. The first part of 2.4, concerning simple and facilitated diffusion, was covered in the previous lesson.
The start of the lesson challenges the students to use their prior knowledge of biological molecules to come up with the abbreviation ATP and they will learn that this is a phosphorylated nucleotide that contains adenine, ribose and three phosphate groups. Students may not have known this as the energy currency from GCSE so time is taken to explain that this molecule must be broken down to release energy and students are challenged to recall which type of reaction will be involved and to predict the products of such a reaction. This hydrolysis of ATP can be coupled to energy-requiring reactions within the cell and the rest of the lesson focuses on the use of this energy for active transport, endocytosis and exocytosis. Students are challenged to answer a series of questions which compare active transport against the forms of passive transport and to use data from a bar chart to support this form of transport. In answering these questions they will discover that carrier proteins are specific to certain molecules and time is taken to look at the exact mechanism of these transmembrane proteins. A quick quiz round introduces endocytosis and the students will see how vesicles are involved along with the enery source of ATP to move large substances in or out of the cell. The lesson concludes with a link to a future topic as the students are shown how exocytosis is involved in a synapse.
This engaging lesson describes the relationship between the structure, properties and functions of a phopholipid and cholesterol. The PowerPoint has been written as the second lesson in a series of two that cover specification points 2.1.2 (h), (i) & (j) of the OCR A-level Biology A course and there is a particular focus on their roles in membranes to link to module 2.1.5.
In the previous lesson, the students met triglycerides and a quick quiz round called FAMILY AFFAIR is used at the start of the lesson to challenge the students on their knowledge of the structure of this macromolecule to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the bilayer which is critical for the lesson in module 2.1.5 on the fluid mosaic model. Students are briefly introduced to facilitated diffusion and reminded of active transport so they can recognise that proteins will be found in the membrane to allow for movement of large or polar molecules. The remainder of the lesson focuses on cholesterol, beginning with the structure. The hydrophobic nature of this molecule is then considered and discussed so that they can understand its role in the regulation of membrane fluidity. That just leaves one final quiz round which identifies vitamin D, testosterone and oestrogen as three substances that are formed from cholesterol
The biological molecules sub-module is incredibly important, not just because it is found near to the start of the course, but also because of its detailed content which must be well understood to promote success with most of the other OCR A-level Biology A modules. Many hours of intricate planning have gone into the design of all of the 13 lessons that are included in this bundle to ensure that the content is covered in detail, understanding is constantly checked and misconceptions addressed and that engagement is high. This is achieved through the wide variety of tasks in the PowerPoints and accompanying worksheets which include exam-style questions with clear answers, discussion points, differentiated tasks and quick quiz competitions.
The following specification points are covered by the lessons within this bundle:
The relationship between the properties of water and its roles for living organisms
The concept of monomers and polymers and the importance of condensation and hydrolysis reactions
The chemical elements that make up biological molecules
The ring structure and properties of glucose and structure of ribose
The synthesis and breakdown of a disaccharide and a polysaccharide
The relationship between the structures, properties and functions of starch, glycogen and cellulose
The structure of a triglyceride and a phospholipid as macromolecules
The synthesis and breakdown of triglycerides
The relationship between the properties and functions of triglycerides, phospholipids and cholesterol
The general structure of an amino acid
The synthesis and breakdown of dipeptides and polypeptides
The levels of protein structure
The structure and function of globular proteins
The properties and functions of fibrous proteins
The key inorganic ions that are involved in biological processes
How to carry out and interpret the results of the chemical tests for proteins, reducing and non-reducing sugars, starch and lipids
Due to the detail of each of these lessons, it is estimated that it will take in excess of 6 weeks of allocated teaching time to cover the content.
If you would like to see the quality of the lessons, download the properties of water, glucose & ribose, amino acids and dipeptides and polypeptides lessons as these have been shared for free
This fully-resourced lesson describes the relationship between the structure and function of globular proteins, specifically focusing on haemoglobin, insulin and pepsin. The detailed and engaging PowerPoint and accompanying resources have been primarily designed to cover specification point 2.1.2 (n) of the OCR A-level Biology A course but due to the detailed coverage of haemoglobin, the start of this lesson could also be used when teaching lessons that cover specification points 3.1.2 (i) and (j).
By the end of the lesson, students will be able to describe that the interactions of the hydrophobic and hydrophilic R groups results in a spherical shape that is soluble in water and be able to explain the importance of this property with reference to the individual functions of these three globular proteins. They will also be able to name key individual details for each protein, such as haemoglobin being a conjugated protein, insulin being linked by numerous disulfide bridges and pepsin’s low number of basic R groups meaning it is stable in the acidic environment of the stomach.
Extra time has gone into the planning of this lesson to ensure that links are continuously made to previous topics such as amino acids and the levels of protein structure as well as to upcoming topics like the control of blood glucose concentration that is covered in module 5.1.4.
